Teacher Professional Development Revisiting Theory vs Practice Gap
•Descargar como PPT, PDF•
1 recomendación•1,139 vistas
![0. Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (15)
Similar a Teacher Professional Development Revisiting Theory vs Practice Gap
Similar a Teacher Professional Development Revisiting Theory vs Practice Gap (20)
Más de carlos torres
Más de carlos torres (20)
Último
Último (20)
Teacher Professional Development Revisiting Theory vs Practice Gap
- 1. Theory versus Practice Revisiting an outstanding research problem in mathematics education The case of teacher professional development - from the view of a mathematician - Prof. Dr. Günter Törner, Universität Duisburg-Essen
- 18. 5. Changing the challenge: The practice-theory-challenge The ‘practice side’ of our problem Mathematics Done Differently a German Initiative for Teachers‘ Professional Development
- 23. 6. Continuous Professional Development (CPD) Conflicting Contexts Professional development takes place in a field of tension Teachers‘ needs Educational demands „ Administration should ...“ „ Teachers should ...“
- 30. 7. Mathematics Done Differently Course Statistic Courses 20 Waiting list 30 In preparation 26 Scheduled courses 60 Performed courses Courses “on demand” 11 In preparation 5 Scheduled courses 7 Performed courses
- 35. 7. Mathematics Done Differently Geometry Unplugged (I)
- 36. 7. Mathematics Done Differently Geometry Unplugged (II)
- 37. 7. Mathematics Done Differently Geometry Unplugged (III)
- 43. Thanks for your patience
Notas del editor
- I was asked to contribute and to participate, but the topic was not chosen by me. Nevertheless, so I regard the topic as a challenge, I approached the issue from a more theoretical point of view but also learnt that I often worked in this field, however not consciously being aware. In some sense my approach is genetic, the genetic principle - by the way - a very fruitful and important one in didactics. Thus I invite you to follow me - and I repeat myself: it is my intention to throw light on the theoretical aspects on the topic, but imminantly I apply the framework to an actual project in which I am involved.