Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes

Lamb, Janeen; Cooper, Thomas J.; Warren, Elizabeth

doi:10.1007/bf03217463

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…In Brazil, research teams tend not to include funded full-time researchers, but are composed of university lecturers, their students (in our case nearly always also teachers) and other interested practitioners. Not surprisingly this brings a slightly different flavour to the research carried out in this country and perhaps also contributes to reducing some of the conflicts that Lamb, Cooper and Warren (2007) argue to characterise collaborations between teachers and researchers.…”

Section: Forging Partnerships Between Teachers and Researchersmentioning

confidence: 90%

Digital technologies and the challenge of constructing an inclusive school mathematics

Healy

Jahn

Frant

2010

ZDM Mathematics Education

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This article addresses research related to the use of digital technologies in the teaching and learning of mathematics in Brazil. Its scope is limited to the context of school mathematics and, more specifically, to an ongoing research programme which involves the development of collaborative research partnerships with teachers of mathematics. The paper begins with a brief presentation of the introduction of computers into the Brazilian educational scenario in the 1980s, highlighting how computer technology was heralded as a key to permitting new pedagogical approaches appropriate to the constructivist philosophy of that time. It goes on to consider recent developments in the theoretical frameworks used to interpret mathematics learning in the presence of digital technologies and the importance of focusing on the learning system as a whole, considering epistemological, cognitive and pedagogic dimensions concomitantly. In this vein, it is argued that for any real integration to take place, the mathematical practices afforded by digital tools must be considered legitimate by all the actors in this process and, perhaps most notably, by teachers. The rest of the paper focuses on our approaches to involve teachers in making decisions about technology use in their own classrooms. The strategy used was based on the realisation of research activities underpinned by the idea of the collaborative design of learning situations and the goal of including the wide diversity of learners that characterises Brazilian mathematics classrooms.

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Section: Forging Partnerships Between Teachers and Researchersmentioning

confidence: 90%

Digital technologies and the challenge of constructing an inclusive school mathematics

Healy

Jahn

Frant

2010

ZDM Mathematics Education

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“…The teacher will develop the student / student learning experience through different implementations. The conflicts that arise have the potential to conduct research for their professional development (Lamb et al 2007). The resident's knowledge, experience, and professional culture will be important elements of a resident's learning outcomes.…”

Section: Figure 1 Visualization Of Resident Perceptionmentioning

confidence: 99%

Need-Based Guidance Planning to Improve the Competency of Anesthestic and Intensive Therapy Residents

Soesilowati¹,

Raharjo²,

Yulianto³

et al. 2022

Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020)

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The need for ICU control is very important for Anesthesia and Intensive Care residents. Given the existence of an Anesthesia and Intensive Therapy doctor in a hospital, it is very necessary to provide emergency services in the ICU. Resident must be able to learn to achieve competency targets through good and appropriate guidance. The research objective describes needs-based guidance planning to improve the competence of residents of Anesthesia and Intensive Therapy. This research is a qualitative research using the Case Study method. The research subjects were residents of Anesthesia and Intensive Therapy who served in the ICU RSUP Kariadi Semarang. The results of the first study showed that 78.2% of the mentoring planning was carried out by the lecturer/ doctor supervisor or assistant according to the curriculum and study program learning plan; 39.7% of residents are actively involved according to the need for understanding competence; 68.3% of residents are actively involved in planning good practice emergencies in the ICU. Research I was conducted at the initial residents of stage I. The results of the second study showed that 37.2% of the planning of mentoring was done by the lecturers themselves; 63.3% of residents are actively involved according to the need for understanding competence; 79% of residents are actively involved in planning good practice emergencies. Research II was carried out on residents in the middle and near the end of stage I and several residents of stage II. Research recommendations are aimed at study programs and related parties to facilitate needs-based guidance planning in an effort to increase the competence of residents of Anesthesia and Intensive Therapy.

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Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

Linder

2012

Journal of Early Childhood Teacher Education

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Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes

Cited by 5 publications

References 15 publications

Digital technologies and the challenge of constructing an inclusive school mathematics

Digital technologies and the challenge of constructing an inclusive school mathematics

Need-Based Guidance Planning to Improve the Competency of Anesthestic and Intensive Therapy Residents

Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

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