Hidden Dimensions in the Professional Development of Mathematics Teachers - In-Service Education for and with Teachers

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In this dissertation, the field of mathematics teacher professional development is explored both from a theoretical and an empirical perspective. First, an overview on the main theoretical areas is given that encompasses identifying the relevant variables and processes. Second, the focus of the empirical approach is to get insight into what makes professional development successful from a teacher's perspective. The initiative "Mathematics Done Differently" in Germany is presented, in whose context the data of the empirical study was gathered. Quantitative and qualitative data yielded several dimensions relevant for mathematics teacher professional development. The empirical findings led to postulating a model describing teachers' individual growth pathways and providing implications for constructing practices that are based on what teachers really need.
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Dokumententyp:
Wissenschaftliche Abschlussarbeiten » Dissertation
Fakultät / Institut:
Fakultät für Mathematik » Didaktik der Mathematik
Dewey Dezimal-Klassifikation:
500 Naturwissenschaften und Mathematik » 510 Mathematik
Stichwörter:
Mathematics Teacher Professional Development, In-Service Education
Beitragende:
Prof. Dr. Törner, Günter [Betreuer(in), Doktorvater]
Prof. Dr. Sriraman, Bharath [Gutachter(in), Rezensent(in)]
Sprache:
Englisch
Kollektion / Status:
Dissertationen / Dokument veröffentlicht
Datum der Promotion:
23.03.2009
Dokument erstellt am:
24.04.2009
Promotionsantrag am:
05.01.2009
Dateien geändert am:
24.04.2009
Medientyp:
Text