Online Mathematics Teacher Education-Reference-Cited by-同舟云学术

Online Mathematics Teacher Education

Published:2021 Issue: Volume: Page:713-733
ISSN:
Container-title:Research Anthology on Facilitating New Educational Practices Through Communities of Learning
language:
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Author:

Chauvot Jennifer¹,Pape Stephen J.²,Prosser Sherri K.³^ORCID,Hicks Kimberly⁴

Affiliation:

1. University of Houston, USA

2. Johns Hopkins University, USA

3. Austin Peay State University, USA

4. Houston Independent School District, USA

Abstract

In this chapter, the authors describe two online programs that sought to impact teachers' content knowledge, pedagogical content knowledge, and instructional practices in K-12 classrooms. One program was a master's program for middle grades science and mathematics teachers, and the other was a yearlong professional development program for third- through fifth-grade general and special education teachers. They share the theoretical perspectives that informed the design and implementation of the programs and outcomes from each program. Examples of learning activities from each of the programs are provided. The authors contend that deliberate, theoretically-based design and implementation of online professional development programs with science and mathematics teachers is not only viable but also vital in supporting teachers' ongoing knowledge growth of learner-centered instruction.

Publisher

IGI Global

Reference28 articles.

1. Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

2. Annenberg Learner. (2017). Insights Into Algebra 1: Workshop 7. Retrieved from https://www.learner.org/workshops/algebra/workshop7/lessonplan.html

3. Content Knowledge for Teaching