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How an experientially presented labelled-framework approach to professional development at a distance can influence teachers’ practice

Mason, John and De Geest, Els (2010). 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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Abstract

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)
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Item ID: 27474
Depositing User: Els De Geest
Date Deposited: 10 Feb 2011 11:52
Last Modified: 10 Aug 2016 22:19
URI: http://oro.open.ac.uk/id/eprint/27474
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