Expansive learning: Lessons from one teacher's learning journey

被引：10

作者：

Anthony G. ^{[1
]}

Hunter R. ^{[1
]}

Thompson Z. ^{[1
]}

机构：

[1] Institute of Education, Massey University, Palmerston North

来源：

ZDM | 2014年 / 46卷 / 2期

关键词：

Activity theory; Expansive learning; Inquiry-based learning; Professional learning;

D O I：

10.1007/s11858-013-0553-z

中图分类号：

学科分类号：

摘要：

The provision of quality learning experiences for teachers is critical to mathematics reform agendas aimed at equitable and culturally responsive teaching. In this paper we use an activity theory framework to explore one teacher's learning journey. Drawing on the teacher's self-report of his journey 1 year after his participation in an intervention designed to support the introduction of mathematical inquiry practices we examine those factors that supported expansive learning. In seeking to understand our pedagogical stance within the intervention we gained new insights into the provision of research based tools to support learning, the provision of space for individual and collective learning, and the provision of a safe learning environment both within the programme, the class, and the wider professional community. These factors are important in understanding transformational changes associated with ambitious pedagogy. © 2013 FIZ Karlsruhe.

引用

页码：279 / 291

页数：12

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