How an experientially presented labelled-framework approach to professional development at a distance can influence teachers’ practice
AbstractTwenty-eight years ago The Open University initiated experientially-based PD courses for teachers at a distance. Video and mathematical tasks were used to provide experience which was commented on using constructs derived from the literature. Here we report on a study to find out what roles the constructs had played in people’s subsequent professional life. Data consisted of some 300 responses from former students to an on-line questionnaire and 15 follow-up semi-structured interviews. Findings suggest that a labelled framework experiential approach has led to teachers changing and developing their approach to teaching using constructs encountered in the courses.
Mason, John <http://oro.open.ac.uk/view/person/jhm3.html> and De Geest, Els <http://oro.open.ac.uk/view/person/enfg2.html> (2010). How an experientially presented labelled-framework approach to professional development at a distance can influence teachers’ practice. In: 34th Conference of the International Group for the Psychology in Mathematics Education (PME), 18-23 July 2010, Bela Horizonte, Brazil.