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This review leads us to our claim that although many PD efforts purposefully build on the central tenets of PBPE, which at its core is designed to affect teachers' practice by having teachers study practice, most do not explicitly theorize the relationship between teachers' experience in PD and their classroom experimentation.
(5) What we wish to highlight is the attention PBPE has received in mathematics education, and the necessity to make sense of this body of work.
As we see it, many PBPE efforts implicitly support dominant theories of unidirectional influence, assuming that teachers learn in the PD context and apply their learning to the classroom.
We follow these examples with a conceptual infrastructure for attending to teachers' instructional contexts and their participation in PBPE (Kazemi, 2004).
As mentioned in our review of the PBPE literature, this has often been documented through demonstrating shifts in the nature of discussion and in the evolving norms of a group.
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- PBP C3