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The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher
ARTICLE

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TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher’s professional development. We show that the teacher’s practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.

Citation

Witterholt, M., Goedhart, M., Suhre, C. & van Streun, A. (2012). The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 661-674. Elsevier Ltd. Retrieved May 13, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.01.003

Keywords