Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595800
Title: Technologies in mathematics teacher cross-phase and cross-school collaborative professional development
Author: Rempe-Gillen, Emma
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2012
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Abstract:
This thesis investigates mathematics teacher professional development in a cross-school and cross-phase (elementary and high school) collaboration. The work is motivated by the fact that, currently, most teacher collaboration in England takes place within one school or department. Of the small number of collaborations that do extend beyond a single school, few involve teachers from different phases, and even fewer involve planning lessons together, observing and jointly reflecting on teaching practice. The cross-phase, cross-school setting additionally gives the potential for technology to play a major part in connecting teachers through technologies such as videoconferencing, video recordings of lessons, and on-line workspaces and communication. The research, which used qualitative methods, is a longitudinal case study of two cross-phase and cross-school teacher pairs collaboratively learning a new mathematics software for use in their teaching. One pair of teachers had previously worked with each other and one pair was created for the research project. The findings show that, while participating teachers were motivated to learn about new technologies to use for teaching, they were less interested in using technology for the purpose of collaboration. This is explained by a teaching culture in which experienced teachers expect to plan lessons individually and lesson observation is seen as a means of performance management. At the same time, there is evidence that the type of collaboration that did occur provides valuable opportunities for professional development. This development is not only in terms of the expected outcomes of the teacher collaboration in learning new technology for use in the teaching and learning of mathematics, but development which occurred through unanticipated opportunities which the collaboration gave rise to
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.595800  DOI: Not available
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