東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teacher mathematical identity and pa...

Prosser, Sherri Kay.

FindBook

Google Book

Amazon

博客來

Teacher mathematical identity and participation in an online teacher professional development (oTPD) program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher mathematical identity and participation in an online teacher professional development (oTPD) program./
作者:	Prosser, Sherri Kay.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647857
ISBN:	9781321421729

Teacher mathematical identity and participation in an online teacher professional development (oTPD) program.
Prosser, Sherri Kay.

Teacher mathematical identity and participation in an online teacher professional development (oTPD) program. - 203 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to gain insight into the relationship between teacher mathematical identity and participation in an online teacher professional development (oTPD) program. Teachers' individual characteristics are factors in the notable variance in learning and implementation after professional development (Lieber et al., 2009). That professional development is increasingly offered online would likely exacerbate these variances. This study extends prior research by examining teacher mathematical identity in an online setting and the relationship between teacher mathematical identity and participation in an oTPD program.

ISBN: 9781321421729Subjects--Topical Terms:

3172312
Teacher education.

Teacher mathematical identity and participation in an online teacher professional development (oTPD) program.
LDR:03248nmm a2200349 4500 001 2059325
005 20150728123742.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321421729
035 $a (MiAaPQ)AAI3647857
035 $a AAI3647857
040 $a MiAaPQ $c MiAaPQ
100 1 $a Prosser, Sherri Kay. $3 3173386
245 1 0 $a Teacher mathematical identity and participation in an online teacher professional development (oTPD) program.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Advisers: Stephen J. Pape; Nancy F. Dana.
502 $a Thesis (Ph.D.)--University of Florida, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to gain insight into the relationship between teacher mathematical identity and participation in an online teacher professional development (oTPD) program. Teachers' individual characteristics are factors in the notable variance in learning and implementation after professional development (Lieber et al., 2009). That professional development is increasingly offered online would likely exacerbate these variances. This study extends prior research by examining teacher mathematical identity in an online setting and the relationship between teacher mathematical identity and participation in an oTPD program.
520 $a Two general education elementary teachers were chosen from a cohort that completed an oTPD program. Data collection included extant data from the oTPD program (i.e., activities, forum posts, PI-conducted interviews, surveys, measures of mathematical content knowledge, and levels of participation) and interviews two years post-oTPD program. Data were analyzed using qualitative methods to identify similar and divergent themes within and between cases.
520 $a Each case study described the participant's mathematics history, self-efficacy, mathematical knowledge for teaching (MKT; Chang, 2009), views on mathematics teaching and learning, oTPD program participation, and identity shifts. Cross-case analysis revealed that both participants had similar negative histories as learners of mathematics, which were related to their views of mathematics teaching and learning. Participants' personal attributes, beliefs about the purpose of professional development, and willingness to changes were factors in oTPD program participation.
520 $a Although their participation levels in the oTPD program varied considerably, both participants underwent shifts in teacher mathematical identity. The participants' self-awareness and the extent to which their current teacher mathematical identity aligned with the oTPD program content and pedagogy were related to their shifts in teacher mathematical identity. Implications for research and practice as well as limitations will be discussed.
590 $a School code: 0070.
650 4 $a Teacher education. $3 3172312
650 4 $a Mathematics education. $3 641129
650 4 $a Educational technology. $3 517670
690 $a 0530
690 $a 0280
690 $a 0710
710 2 $a University of Florida. $b Teaching and Learning. $3 3173387
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 0070
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647857