Paper Presentation 1
room KA 209
Professional development – a program for mathematics teachers
Kristinsdottir, Jonina, University of Iceland, school of Education, Reykjavik, Iceland Palsdottir, Gudbjorg, University of Iceland, school of Education, Reykjavik, Iceland
Teachers need to have access to diverse professional development and it is the responsibility of teacher education institutions to offer learning opportunities for in-service teachers to develop their teaching competences. This study reports from a yearlong professional developmental program with the aim of responding to teachers need for strengthening their mathematics teaching competences. Several courses were offered with both a theoretical and practical focus and at the heart of the program was inquiry approach and learning communities. The courses were offered simultaneously on campus and online, with real-time participation for teachers living on the countryside. Data was collected of two surveys answered by the 48 attendants, of audiotapes of their professional discussions, teacher educators notes and oral and written assignments. The teachers developed their curriculum, teacher, collaboration and professional development competences but their competence of assessing and revealing learning did not mature to the same extent.
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Paper Presentation 2
room KA 209
Use of Lesson Study in Mathematics Teacher Education as a means to encourage professional development
de Haan, Dédé, NHLStenden Hogeschool, Leeuwarden, Netherlands | Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, Netherlands
Lesson Study, a spiral model for learning from student-thinking by implementing thoughtful and thorough lessons, seems a promising method to motivate teachers to enhance their lessons, based on observing student-thinking – not only in in-service teacher training, but also in pre-service teacher training.
In this presentation, we will focus on the use of Lesson Study in pre-service mathematics teacher education, and discuss some indications from our practice that show that Lesson Study as PD is embraced by novice teachers who worked using this method during their pre-service education. One of the conditions for Lesson Study to be successful is that it is clear to the students what the quality criteria are for the design of the materials for the classroom.
In this presentation, we will present materials from students and from their reflections on the process, and discuss this with the audience.
