Mason, John and De Geest, Els
How an experientially presented labelled-framework approach to professional development at a distance can influence teachers’ practice.
In: 34th Conference of the International Group for the Psychology in Mathematics Education (PME), 18-23 July 2010, Bela Horizonte, Brazil.
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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.
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