Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch?-Reference-Cited by-同舟云学术

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Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch?

Published:2023-06-23 Issue:5 Volume:26 Page:635-666
ISSN:1386-4416
Container-title:Journal of Mathematics Teacher Education
language:en
Short-container-title:J Math Teacher Educ

Author:

Buhagiar Michael A.^ORCID,Calleja James^ORCID,Galea Mariella^ORCID

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s10857-023-09589-0.pdf

Reference60 articles.

1. Aslan Tutak, F., Bondy, E., & Adams, T. L. (2011). Critical pedagogy for critical mathematics education. International Journal of Mathematical Education in Science and Technology, 42(1), 65–74. https://doi.org/10.1080/0020739X.2010.510221

2. Bell, J. S. (1993). Discussion of Kerfoot and Wrigley: The teacher as a bridge between program and practice. TESOL Quarterly, 27(3), 467–475. https://doi.org/10.2307/3587477

3. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003

4. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436. https://doi.org/10.1016/j.tate.2006.11.012

5. Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. SAGE.

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