du.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0002-5119-9027
2017 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Different forms of professional development online are becoming increasingly common for teachers and the aim of the thesis is to contribute knowledge about online professional development for mathematics teachers and the relationship between professional development, educational policy, and mathematics teaching practice. In the thesis, professional development refers to organized professional development in terms of university courses.

The thesis consists of four studies, each of which has been presented in the form of an article. The four studies together explore transnational and national policy discourses, meaning-making activities that can be distinguished in online professional development, discourses pertaining to mathematics teaching in the classroom and in the subsequent seminar discussions in the course, and teachers’ experience of professional development online. The different arenas have been explored using the concept of discourse with reference to Fairclough, Gee, and Sfard. The term ”discourse” refers primarily to communication and language in use.

The result of the studies indicates that the participants have not been offered enough opportunities to reflect on how or whether the use of several concepts and everyday life connections really deepened the students’ understanding of the mathematical content. Moreover, the analysis of the interviews with the participants shows that it was difficult for them to deepen their reflections in the synchronous communication online. There is a lack of reciprocal participation and reflection in the conversation and it is hard for the participants to get an idea of how the others respond to their messages. When a participant has completed his or her message the next speaker continues with a new message and as a result, the communication often takes a new direction instead of allowing in-depth reflection.

sted, utgiver, år, opplag, sider
Örebro: Örebro University , 2017. , s. 121
Emneord [en]
mathematics teachers, mathematics education, professional development, communication online, education policy, discourse, meaningmaking
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-25195ISBN: 978-91-7529-182-6 (tryckt)OAI: oai:DiVA.org:du-25195DiVA, id: diva2:1110620
Disputas
2017-03-31, Högskolan Dalarna, Fö6, Högskolegatan 2, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2017-06-16 Laget: 2017-06-16 Sist oppdatert: 2017-06-16bibliografisk kontrollert
Delarbeid
1. In-service training programmes for mathematics teachers nested in transnational policy discourses
Åpne denne publikasjonen i ny fane eller vindu >>In-service training programmes for mathematics teachers nested in transnational policy discourses
2015 (engelsk)Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 39, nr 1, s. 94-109Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Results in mathematics on international knowledge surveys like Programme for International Student Assessment (PISA )and Trends in International Mathematics and Science Study (TIMSS) have become one of the most important factors for the perceived success or failure of schools and even entire education systems in the policy arena. In this article we explore the complex recontextualising processes that occur when translating educational policy into actual programmes for teachers’ education. First, the transnational education policy discourse(s) of teachers´ in-service training with a focus on mathematics will be explored. Second, we examine how this transnational discourse is recontextualised in a national policy discourse resulting in a national reform programme for in-service training of mathematics teachers in Sweden. In a third step, concrete teacher training courses in mathematics are examined. The result shows a convergence between the official policy discourse and the pedagogic recontextualising field in terms of a broad teaching repertoire and peer discussions about reflections on certain common objects of learning.

Emneord
mathematics education; in-service training; education policy; recontextualisation
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20304 (URN)10.1080/02619768.2015.1101062 (DOI)000370517700007 ()
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2017-12-01bibliografisk kontrollert
2. Learning activities and discourses in mathematics teachers’ synchronous oral communication online
Åpne denne publikasjonen i ny fane eller vindu >>Learning activities and discourses in mathematics teachers’ synchronous oral communication online
2016 (engelsk)Inngår i: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 18, nr 3, s. 267-282Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

There is increasing interest in the provision of online professional development (OPD) for teachers. This case study contributes to the field of research on professional development in the context of activities and discourses relating to mathematics teachers’ synchronous oral communication online. The purpose of this article is to explore the activities on offer in this communication and to identify the discourses that mathematics teachers may create in their meaning-making activities. An analysis of an online community in the form of a professional development course for mathematics teachers has, therefore, been conducted. The analysis shows that there is a lack of reciprocal participation and a shortcoming in creating a reflective learning environment, which can probably be partly explained by the specific mode of digital conversation. The discourses created by the mathematics teachers in their meaning-making activities focused mainly on sharing experiences about the teaching of mathematics.

Emneord
mathematics teachers, community of inquiry, synchronous communication online
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-22569 (URN)10.1080/14794802.2016.1190667 (DOI)
Tilgjengelig fra: 2016-07-04 Laget: 2016-07-04 Sist oppdatert: 2017-11-28bibliografisk kontrollert
3. Convergences and influences of discourses in an online professional development course for mathematics teachers
Åpne denne publikasjonen i ny fane eller vindu >>Convergences and influences of discourses in an online professional development course for mathematics teachers
2017 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 22, nr 1Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Despite the ever-increasing number of online professional development (OPD) courses, few studies have examined online education for mathematics teachers. This article reports on a case study of discourses in an OPD course for mathematics teachers concerning the convergence and influence of discourses in course seminar discussions and in mathematics teaching in school when course participants are given the task of translating their insights into actual teaching, with a focus on the participants’ discussions of their own and one another’s video-recorded lessons. The analysis shows that there is a convergence of discourses in the seminars and in the school context related to a focus on concepts and everyday life connections. However, the study also suggests that there is a risk of students remaining outside in an ”everyday discourse”, in which knowledge of mathematics might be useful, but mathematics is discussed in imprecise and simplified terms.

HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-23547 (URN)
Tilgjengelig fra: 2016-12-08 Laget: 2016-12-08 Sist oppdatert: 2017-11-29bibliografisk kontrollert

Open Access i DiVA

fulltekst(1241 kB)213 nedlastinger
Filinformasjon
Fil FULLTEXT01.pdfFilstørrelse 1241 kBChecksum SHA-512
0dcfd02348c4ec4bfaef4fdb9a8fa14f69a5c99dc529108d46cd066c5044712eec0ad0b29cac139e8a218c8b1e1a574e7a0a8fbf56285c176a867bbcd990c633
Type fulltextMimetype application/pdf

Personposter BETA

Erixon, Eva-Lena

Søk i DiVA

Av forfatter/redaktør
Erixon, Eva-Lena
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar
Totalt: 213 nedlastinger
Antall nedlastinger er summen av alle nedlastinger av alle fulltekster. Det kan for eksempel være tidligere versjoner som er ikke lenger tilgjengelige

isbn
urn-nbn

Altmetric

isbn
urn-nbn
Totalt: 571 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf