Professional development in a blended e-learning environment for middle school mathematics teachers
By: by Kevin Paul Maguire.
Published: 2005
Language: eng
Number of pages: 86
Subjects: Mathematics teachers -- In-service training -- Effect of technological innovations on -- Ontario.; Middle school teachers -- In-service training -- Effect of technological innovations on -- Ontario.; Computer conferencing in education.; Mathematics -- Study and teaching (Middle school) -- Ontario.; Curriculum change -- Ontario.
Description: This study sought to examine and describe the experiences of middle school mathematics teachers, working through a structured professional development program, in a "blended e-learning" environment. Insights into the nature of teacher experiences were obtained through a qualitative case study, in which data was obtained from online discussions and a follow-up focus group.The implication for teaching and teacher education is that the blended e-learning approach has potential for delivering meaningful, sustained professional development via a community of practice model. Much more research is needed, however, to determine the most effective way to package this type of professional development.The study's findings showed evidence of both social presence and cognitive presence in the teachers' online discussions, indicating that a modest community of inquiry had been established. The teachers also showed some signs that the principles of math reform were influencing their thinking about mathematics teaching and learning.
Notes: Thesis (M.A.)--University of Toronto, 2005.

Includes bibliographical references (leaves 74-81)

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