Sociocultural perspectives on research with mathematics teachers: a Zone Theory Approach
Tipo de documento
Autores
Lista de autores
Goos, Merrilyn
Resumen
Sociocultural theories view teacher learning as changing participation in social practices that develop their professional identities rather than as acquisition of new knowledge or beliefs that are internal to the individual. Although sociocultural research on mathematics teacher education has tended to focus on understanding teachers’ learning, this paper argues that sociocultural perspectives can also guide more interventionist research involving changing classroom practice. The approach illustrated here uses an adaptation of Valsiner’s zone theory to analyse teacher learning and development in two separate research studies. In one study the aim was to understand how teachers incorporated digital technologies into their practice, while the other study helped teachers implement an investigative approach to working mathematically consistent with a new curriculum. In both studies, productive tensions between teachers’ beliefs, contexts, and goals were a trigger for learning and development.
Fecha
2012
Tipo de fecha
Estado publicación
Términos clave
Aprendizaje | Constructivismo | Desarrollo del profesor | Otro (tipos estudio) | Tipos de metodología
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
3
Número
2
Rango páginas (artículo)
1-21
ISSN
21779309
Referencias
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