Structured or structuring: Setting up a professional development project.

Tamsin Meaney, Troels Lange

Research output: Book chapter/Published conference paperConference paper

Abstract

Professional development is often seen as something that is provided pre-packaged to teachers who adopt or reject it depending upon their previous beliefs and knowledge. However, this does not take into account the influence of context and circumstances on the professional development providers. In this paper, we explore the constraints and opportunities on ourselves as the providers in setting up a mathematics professional development project in one school whose students came from a low socioeconomic area. Kemmis and Grootenboer's (2008) ideas on practice architectures were used to identify how the circumstances and context shaped what we were able to offer but also how we influenced the situation itself. Thus, we were better able to understand the complexity in which we worked.
Original languageEnglish
Title of host publication6th International Proceedings
EditorsE Jablonka U Gellert, C Morgan C Morgan
Place of PublicationBerlin
PublisherFreie Universität
Pages330-339
Number of pages10
Publication statusPublished - 2010
EventInternational Mathematics Education and Society Conference (MES) - Berlin, Germany
Duration: 20 Mar 201025 Mar 2010

Conference

ConferenceInternational Mathematics Education and Society Conference (MES)
CountryGermany
Period20/03/1025/03/10

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