.png){kind=icon}
.png){kind=icon}
Return
Collaborative Interactions in Asynchronous Mathematics Teacher Professional Development: Findings and Implications
.png){kind=icon}
PRE
AI
J
B
A
DOI：10.5951/jresematheduc-2023-0114.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Meaningful collaborative interactions in asynchronous online mathematics teacher professional development (PD) may provide teachers with valuable opportunities to learn. We studied collaborative interactions in online teacher PD activities that involved embedded videos, prompts, discussions, and multiple online tools. Analysis of teacher responses highlighted different levels of collaborative interactions across activities and the importance of providing teachers with learning opportunities that prompt them to take into account others' perspectives in an online environment. We share implications for research on and design of mathematics teacher PD and activities related to these interactions.
Keywords:
Teacher professional development
Online learning
Classroom video analysis
Journal
J
IF:
3.6
Papers:
759
Citations:
2.5K
Organization
No organization information available
Cited Papers