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In-service training programmes for mathematics teachers nested in transnational policy discourses
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
Linnéuniversitetet.
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.

sted, utgiver, år, opplag, sider
2015. Vol. 39, nr 1, s. 94-109
Emneord [en]
mathematics education; in-service training; education policy; recontextualisation
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-20304DOI: 10.1080/02619768.2015.1101062ISI: 000370517700007OAI: oai:DiVA.org:du-20304DiVA, id: diva2:874277
Tilgjengelig fra: 2015-11-26 Laget: 2015-11-26 Sist oppdatert: 2017-12-01bibliografisk kontrollert
Inngår i avhandling
1.
Posten ble ikke funnet. Det kan skyldes at posten ikke lenger er tilgjengelig eller det er feil id i adressefeltet.
2. Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande
Åpne denne publikasjonen i ny fane eller vindu >>Matematiklärares kompetensutveckling online: policy, diskurs och meningsskapande
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
mathematics teachers, mathematics education, professional development, communication online, education policy, discourse, meaningmaking
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-25195 (URN)978-91-7529-182-6 (ISBN)
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

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