研究一个数学老师的档案和身份轨迹随着时间的推移

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2023-10-27 DOI:10.1007/s10857-023-09605-3

Giorgos Psycharis, Charlotte Krog Skott

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引用次数: 0

摘要

我们研究了一位数学教师与他的教学资源，特别是数字教学资源之间22年的互动，双重关注教师的文献和身份轨迹以及专业发展。我们将教师工作与资源的理论框架——文献教学法(DAD)与基于社会实践理论的框架——参与模式(PoP)结合起来。DAD分析提供了丰富的描述，说明了教师与哪些数字资源进行了互动，以及这些互动随着时间的推移发生了哪些变化。PoP分析通过强调情感和情境因素对教师身份形成的重要性，解释了教师如何以及为什么改变了他与资源的互动。我们的结论是，这两个框架的结合为教师利用数字资源的长期专业发展提供了更深入和互补的见解，并且需要这种网络来发展对教师与数字资源的长期互动的平衡理解。

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Studying a mathematics teacher’s documentational and identity trajectories over time

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Studying a mathematics teacher’s documentational and identity trajectories over time

Abstract We study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources—documentational approach to didactics (DAD)—with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.