Abstract
In the project ‘Self-guided Learning in Teaching Mathematics at Senior High School Level’ (SelMa), five authoring schools are working out scenarios, media and materials for phases of self-guided learning, which will be tested systematically by 10 trial schools with regard to their everyday suitability. In this paper three approaches to such learning arrangements (independent learning centre, jigsaw classroom and learning at stations) are being outlined and relevant experiences are being made available. Learning diaries prove to be useful for the learners’ reflections on their learning processes. The adaptation of such learning arrangements and media to a specific learning group does place new demands on the teachers. In addition, diagnosing and consulting in connection with the individual learning processes require new, or enhanced competencies on the part of the teachers who, in spite of having made available more freedom within the framework of teaching, still cannot make adequate use of their enhanced role. Possibilities for further development are outlined.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35701-0_35
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© 2003 IFIP International Federation for Information Processing
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Weber, W. (2003). Professional Development Needs of Teachers Managing Self-Guided Learning. In: Dowling, C., Lai, KW. (eds) Information and Communication Technology and the Teacher of the Future. IFIP — The International Federation for Information Processing, vol 132. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35701-0_12
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DOI: https://doi.org/10.1007/978-0-387-35701-0_12
Publisher Name: Springer, Boston, MA
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