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Experiencing professional development: A constructive -developmental exploration of teachers' experiences in a mathematics teacher professional development program.

机译：经历专业发展：在数学教师专业发展计划中对教师经验的建设性发展探索。

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摘要

This dissertation describes the experiences of four teachers in an exemplary, reform-oriented, mathematics professional development program---the Developing Mathematical Ideas Leadership (DMI-L) Institute. It begins with the premise that mathematics education reform visions may require that teachers change not only the content of their ideas about subject matter, learning, and teaching, but also the structure of how they hold these ideas, as teachers are asked to manage and balance diverse perspectives and values, generate practices from underlying principles without "recipes" to guide the way, and negotiate the uncertainty of ever-changing contexts. After reviewing various descriptions of the process of reform-oriented change, the dissertation proposes that a constructive-developmental theory (Kegan, 1982;1994), with its focus on cognitive complexity, locus of authority, and perspective taking, can help explain patterns in these frameworks.;Based on qualitative data collected before, during, and in the fall after the Institute, the dissertation presents nuanced portraits (Lawrence-Lightfoot and Davis, 1997) of the experiences of two teachers at each of two constructive developmental Orders of Mind. To understand these experiences and their impact on teaching, it then examines teachers' mathematical knowledge and beliefs, their pedagogical views, the structure of their meaning-making systems, and their school-based contexts of support.;Teachers making meaning at Kegan's Third Order may be converted to reform ideas in the short-term. Long-term change in their beliefs and practices, however, is dependent on the supports and impediments they experience in their whole school environment, or in a supportive subculture. Fourth Order teachers are less influenced by their environments, either for or against reform. For them, change requires convincing themselves through experiences and dialogue rather than by adopting common practice. These constructive-developmental differences imply a need for different strategies and structures in teacher education. Teachers' prior pedagogical beliefs and the depth and character of their mathematical knowledge also affect their understanding and implementation of reform-oriented teaching practices. Finally, this dissertation also begins to explore how constructivism can mean different things to different teachers, and examines whether teacher educators might need to support constructive-developmental change, as well.
机译：本文描述了四位教师在一个示例性的，以改革为导向的数学专业发展计划-发展数学思想领袖（DMI-L）研究所中的经历。它以前提为前提，即数学教育改革的愿景可能要求教师不仅改变其关于主题，学习和教学的思想的内容，而且改变他们持有这些思想的结构，因为要求教师进行管理和平衡。多样化的观点和价值观，从根本原则中产生实践，而无需“配方”来指导方法，并商讨不断变化的环境的不确定性。在回顾了对改革导向变革过程的各种描述之后，论文提出了一个建设性发展理论（Kegan，1982； 1994），其着重于认知的复杂性，权威的场所和观点的采摘，可以帮助解释这种模式。这些框架。基于研究所在秋季之前，期间和秋季之后收集的定性数据，论文呈现了两位教师在两个建设性思维发展阶次中的经历的细微差别画像（Lawrence-Lightfoot和Davis，1997年）。 。为了了解这些经验及其对教学的影响，然后研究了教师的数学知识和信念，他们的教学观点，其意义形成系统的结构以及校本的支持环境。短期内可能会转变为改革思路。但是，他们的信念和做法的长期变化取决于他们在整个学校环境或支持性亚文化中所经历的支持和障碍。四级教师受其环境的影响较小，无论是赞成还是反对改革。对于他们而言，变革需要通过经验和对话来说服自己，而不是通过采用常规做法。这些建设性发展差异意味着需要在教师教育中采用不同的策略和结构。教师先前的教学信念以及数学知识的深度和性质也会影响他们对改革型教学实践的理解和实施。最后，本文还开始探讨建构主义如何对不同的老师意味着不同的意义，并考察了教师教育者是否也需要支持建构发展的变革。

著录项

  • 作者

    Hammerman, James K.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Education Teacher Training.;Psychology Developmental.;Education Mathematics.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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