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Stimulating reflection on practice: using the supportive classroom reflection process
Although much is known about the features that contribute to the effectiveness of professional learning activities these are often not incorporated into the design of professional learning initiatives. This paper describes a mathematics professional learning process that was carefully designed to incorporate such principles, and illustrates its implementation by describing the case of one primary school teacher who participated in it. The potential wider applicability of the process and broader implications for professional learning are presented.
History
Publication title
Mathematics Teacher Education and DevelopmentVolume
8Pagination
74-93ISSN
1442-3901Department/School
Faculty of EducationPublisher
Mathermatics Education Research Group of AustralasiaPlace of publication
Melbourne VictoriaRights statement
Copyright 2007 MERGA IncRepository Status
- Restricted