Abstract
In this theoretical research report, we aim to consider what is done within
professional development activity and how it may or may not approximate to what is done in a classroom. We draw on enactivism to analyse what shifts are needed for a teacher, after engaging in a professional development activity, to make new and effective distinctions in their classroom. Drawing on our own experiences of organising professional development, we consider a range of scenarios, including being offered activities for the classroom and seeing someone else teach your students in your classroom. We conclude that it is a helpful tool in designing activities to consider what is invariant and what varies in mapping what is done within professional development onto what is done in a classroom.
professional development activity and how it may or may not approximate to what is done in a classroom. We draw on enactivism to analyse what shifts are needed for a teacher, after engaging in a professional development activity, to make new and effective distinctions in their classroom. Drawing on our own experiences of organising professional development, we consider a range of scenarios, including being offered activities for the classroom and seeing someone else teach your students in your classroom. We conclude that it is a helpful tool in designing activities to consider what is invariant and what varies in mapping what is done within professional development onto what is done in a classroom.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education |
| Editors | B. Kaur, W. K. Ho, T. L. Toh , B. H. Choy |
| Place of Publication | Singapore |
| Publisher | PME |
| Pages | 257-264 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Print) | 9781387136117 |
| Publication status | Published - 17 Jul 2017 |