Abstract
This research follows a professional-development that encourages the participating teachers to
integrate technology in their lessons and reflect upon their practice. The research aimed to find out
whether taking part in such a reflection-encouraging PD may demonstrate detectable changes in the
participating teachers' discourse regarding their practice. The commognitive framework enabled us
to identify and track the changes in one participating teacher’s professional-identity. Hence, we
hypothesize that providing an opportunity for reflection in a professionally supportive environment
may lead towards the improvement in a teacher’s professional identity.
integrate technology in their lessons and reflect upon their practice. The research aimed to find out
whether taking part in such a reflection-encouraging PD may demonstrate detectable changes in the
participating teachers' discourse regarding their practice. The commognitive framework enabled us
to identify and track the changes in one participating teacher’s professional-identity. Hence, we
hypothesize that providing an opportunity for reflection in a professionally supportive environment
may lead towards the improvement in a teacher’s professional identity.
| Original language | English |
|---|---|
| Title of host publication | ICMI study 25 – Teachers of mathematics working and learning in collaborative groups |
| Editors | Hilda Borko, Despina Potari |
| Publisher | National and Kapodistrian University of Athens |
| Pages | 118-125 |
| Number of pages | 8 |
| ISBN (Print) | 9789604662166 |
| State | Published - 2020 |
| Event | 25th ICMI Study Conference - University of Lisbon, Lisbon, Portugal Duration: 3 Feb 2020 → 7 Feb 2020 Conference number: 25 |
Conference
| Conference | 25th ICMI Study Conference |
|---|---|
| Country/Territory | Portugal |
| City | Lisbon |
| Period | 3/02/20 → 7/02/20 |