Professional development facilitators : reflecting on our practice

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Professional development facilitators : reflecting on our practice

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Publication Article, peer reviewed scientific
Title Professional development facilitators : reflecting on our practice
Author(s) Lange, Troels ; Meaney, Tamsin
Date 2013
English abstract
Often professional development is seen as something that is provided pre-packaged to teachers who adopt or reject it depending upon their previous beliefs and knowledge. This view does not take into account the influence of context on the professional development. Yet, there is little research from the perspective of the professional development facilitators and so the complexity in which they operate tends to be ignored. In this paper, we explore the constraints and opportunities in the setting up a mathematics professional development project in one school whose students came from a low socioeconomic area. We unpack some of the main decision making points using Kemmis and Grootenboer’s (2008) ideas on the connection between practice architectures and dispositions, as described by Aristotle. By identifying how the circumstances and context shaped the setting up of the professional development, we were better able to understand how we influenced the situation and thus how we affected the later decision making of participants. Such unpacking has potential for better understanding how the rhetoric surrounding Education for All can become a reality.
DOI http://dx.doi.org/10.1080/19415257.2013.796292 (link to publisher's fulltext)
Publisher Taylor and Francis
Host/Issue Professional Development in Education;4
Volume 39
ISSN 1941-5257
Pages 531-549
Language eng (iso)
Subject(s) mathematics education
professional development facilitators
education for all
practice architectures
low socioeconomic background
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/15779 (link to this page)

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