Volume 3, Issue 5 (6-2015)
نظریه و عمل 2015, 3(5): 45-64 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mortazi Mehrabani N, Gooya Z. (2015). Influencing factors on integrating professional learning of secondary mathematics teachers with the analysis, interpretation and decision-making of their teaching. نظریه و عمل. 3(5), 45-64. doi:10.18869/acadpub.cstp.3.5.45
URL: http://cstp.khu.ac.ir/article-1-2505-en.html
URL: http://cstp.khu.ac.ir/article-1-2505-en.html
Abstract: (8497 Views)
The present study is part of a bigger research project and its purpose was to investigate the influencing factors on integrating professional learning of secondary mathematics teachers with the ways in which they analyze, interpret and make decisions regarding their teaching. For the fine-grained analysis of the first layer of data, phenomenography method was used. Nine teachers were interviewed and based on the three main categories of “the presence of mathematics teachers’ educators as leading teachers’ groups”, “being familiar with various teaching methods and modify them according to personal characteristics of teacher, school and classroom” and “professional training of the cooperative group form” that were emerged in the bigger study. With the further analysis of the interviews, three sub- categories were shaped as well. They included “focusing on the specific goals and content in cooperative groups”, “considering mathematics teachers as adult learners not school students” and “the existence of common concerns between group members.
Type of Study: Research |
Accepted: 2017/07/2 | Published: 2017/07/2
Accepted: 2017/07/2 | Published: 2017/07/2
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
