Mason, John and De Geest, Els
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Twenty-eight years ago The Open University initiated experientially-based PD courses for teachers at a distance. Video and mathematical tasks were used to provide experience which was commented on using constructs derived from the literature. Here we report on a study to find out what roles the constructs had played in people’s subsequent professional life. Data consisted of some 300 responses from former students to an on-line questionnaire and 15 follow-up semi-structured interviews. Findings suggest that a labelled framework experiential approach has led to teachers changing and developing their approach to teaching using constructs encountered in the courses.
|Item Type:||Conference Item|
|Copyright Holders:||2010 The Authors|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Els De Geest|
|Date Deposited:||10 Feb 2011 11:52|
|Last Modified:||04 Oct 2016 14:57|
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