Abstract
Teachers may face important challenges when encouraged to improve their mathematics teaching. Their personal beliefs, knowledge, confidence and personal intentions towards growth and change are all complex factors which may influence teachers’ capacity, and their decisions about personal change in their teaching. In this study, intermediate teachers and the conversations that took place during their monthly Professional Learning Group meetings over a one-year period were examined in order to better understand issues teachers face in their growth and development as teachers of mathematics. We critically examine the notion and meaning of success to different stakeholders.
Résumé
Les enseignants sont susceptibles d’affronter des défis importants lorsqu’on les encourage à améliorer leur enseignemenl des mathématiques. Leurs idées personnelles, leur niveau de connaissances, leur assurance et leurs intentions devant la perspective de changer et de s’améliorer constituent des facteurs complexes qui peuvent influencer leur capacité de changer leur façon d’enseigner et les decisions qu’ils peuvent prendre à l’égard de ces changements. Dans cette étude, nous avons observé des enseignants de niveau intermédiare et analysé les discours qu’ils ont tenus pendant une année lors de rencontres mensuelles au sein d’un groupe de formation professionnelle, afin de mieux cerner les questions auxquelles font face les enseignants qui cherchent à améliorer leur enseignement des mathématiques. Nous proposons une analyse critique de la notion de « succès » et de ce que celle-ci représente aux yeux des différentes parties prenantes.
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Kajander, A., Mason, R. Examining Teacher Growth in Professional Learning Groups for In-service Teachers of Mathematics. Can J Sci Math Techn 7, 417–438 (2007). https://doi.org/10.1080/14926150709556743
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DOI: https://doi.org/10.1080/14926150709556743