دورية أكاديمية
Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers ; Actividades de aprendizaje profesional en contexto: Una encuesta a nivel estatal con maestros de escuelas secundarias de matemáticas ; Atividades de aprendizagem profissionais em contexto: Um levantamento estadual dos professores de ensino médio de matemática
| العنوان: | Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers ; Actividades de aprendizaje profesional en contexto: Una encuesta a nivel estatal con maestros de escuelas secundarias de matemáticas ; Atividades de aprendizagem profissionais em contexto: Um levantamento estadual dos professores de ensino médio de matemática |
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| المؤلفون: | Akiba, Motoko |
| المصدر: | Education Policy Analysis Archives; Vol. 20 (2012); 14 ; Archivos Analíticos de Políticas Educativas; Vol. 20 (2012); 14 ; Arquivos Analíticos de Políticas Educativas; v. 20 (2012); 14 ; 1068-2341 |
| بيانات النشر: | Mary Lou Fulton Teachers College, Arizona State University |
| سنة النشر: | 2012 |
| المجموعة: | Education Policy Analysis Archives (E-Journal - Arizona State University) |
| مصطلحات موضوعية: | teacher learning, professional development, mathematics teachers, survey, quantitative research, aprendizaje docente desarrollo profesional, profesores/as de matemáticas, investigación, aprendizagem de professores, desenvolvimento profissional, professores de matemática, pesquisa |
| الوصف: | Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking. ; Basado en una encuesta sobre actividades de aprendizaje con 577 profesores de matemáticas de escuelas secundaria en el estado de Missouri, este estudio examinó dos preguntas: 1) ¿Cuáles son las actividades profesionales de aprendizaje que los profesore/as de matemáticas de escuelas secundarias participan y por cuánto tiempo participan estas actividades? y 2) ¿Cómo se asocian las calificaciones de los profesore/as y las características contextuales con la cantidad de actividades de aprendizaje profesional? El estudio ... |
| نوع الوثيقة: | article in journal/newspaper report |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://epaa.asu.edu/index.php/epaa/article/view/838/1407Test; https://epaa.asu.edu/index.php/epaa/article/view/838Test |
| الإتاحة: | https://epaa.asu.edu/index.php/epaa/article/view/838Test |
| حقوق: | Copyright (c) 2019 Motoko Akiba |
| رقم الانضمام: | edsbas.DAB8ACA8 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |