Titlebook: Collaboration in Teacher Education; Examples from the Co Andrea Peter-Koop,Vânia Santos-Wagner,Andy Begg Book 2003 Springer Science+Busines

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The ,-Operator in Smoothly Bounded Domains,rs were coached in 17 different classes for a combined total of 210 classroom visits in one academic year. Observations were combined with debriefing sessions after each visit and final interviews. The teachers had previously participated in one or two extensive professional development programmes,

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Operational Calculus in Several Variables,stigations in the classroom is a powerful activity for students’ learning but poses many challenges to the teacher. To study the professional knowledge involved in this kind of work was the aim of a collaborative action-research project that involved one classroom teacher and two university teacher

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Operational Calculus in Several Variables,hers’ awareness of their pupils’ thinking processes by exposing them to cognitive theories and to authentic Problematic Learning Situations (PLS). For that purpose, we detected and analysed PLS and used them as video clips in a yearly course for pre- and in-service junior high school teachers. The u

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https://doi.org/10.1007/978-981-15-3891-9 schools and informing classroom practice. In this chapter we describe how a co-learning agreement was developed as a basis for researching aspects of the learning of mathematics in the classroom of a teacher whose pedagogy emphasised collaborative problem-solving as a major vehicle for learning mat

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Uncertainty and Operations Researchddle school in Tucson, Arizona. The collaboration entailed the establishment of rapport through respectful interactions between mothers, school personnel and university researchers. It also required challenging otherwise slanted forms of participation as a consequence of hegemonic practices that mak

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Erratum to: Several Real Variables,nts a broadening of perspectives and presents a professional growth model of intercultural collaboration. Even though my students had benefited, previous collaboration with fellow teachers had failed to provide me with the anticipated sense of satisfaction and fulfilment. Only after my experience wi

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Summary, Conclusions and Implications,d and contrasts it with an enactivist approach. This chapter examines a short-term interaction between the three authors, which took place at a university under the ambit of ‘staff development’. After describing the specifics of the engagement, the authors stand back from the details and begin to si