Geraniou, E;
Crisan, C;
(2020)
The design principles of an online professional development short course for mentors of mathematics teachers.
In:
Proceedings of the 10th ERME Topic Conference MEDA 2020.
(pp. pp. 191-198).
Johannes Kepler University
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Abstract
This paper describes the design principles of an online and asynchronous short course contributing to the professional development of prospective Mentors of Mathematics Teachers. We aimed at bringing together the participating teachers’ expertise and wisdom of practice, and the evidence from relevant research and professional literature in mathematics education through carefully designed online activities and ‘lightly’ orchestrated peer collaborations. We expect our course to develop the participating teachers’ appreciation of how their gained knowledge from research and literature empowers them to critically reflect on their own teaching practices and on how they support the practices of teachers they mentor.
| Type: | Proceedings paper |
|---|---|
| Title: | The design principles of an online professional development short course for mentors of mathematics teachers |
| Event: | Mathematics Education in the Digital Age (MEDA) |
| Location: | Linz, Austria |
| Dates: | 16th-18th September 2020 |
| ISBN-13: | 978-3-9504630-5-7 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.archives-ouvertes.fr/hal-02932218/docu... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | professional development, research-informed mentoring, subject specific mentoring, online learning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10111349 |
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