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Using the Interconnected Model of Professional Growth as a Dynamic Tool for School Improvement
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL). Linköping University (ISV), Linköping, Sweden.
2014 (English)In: MERGA 37 – Conference Program: Curriculum in Focus: Research Guided Practice, 2014, 41-41 p.Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This poster reports on a study of a group of mathematics teachers’ learning experiences in an explicit professional development (PD) program. In order to recognize and interpret the complex processes underlying teacher learning, the Interconnected Model of Professional Growth (ICMPG) of Clarke and Hollingsworth (2002) was used as a tool for communication between the participating teachers and the researcher. Findings indicate that the teachers identify learning outcomes and their own learning trajectories, however they also emphasize various elements apparently connected to concrete challenges they each experience in their professional work.

Place, publisher, year, edition, pages
2014. 41-41 p.
Keyword [en]
Teacher learning, professional development, Interconnected model of professional growth
National Category
Didactics
Identifiers
URN: urn:nbn:se:hh:diva-29770OAI: oai:DiVA.org:hh-29770DiVA: diva2:871573
Conference
MERGA 37 – The 37th Annual Conference of the Mathematics Education Research Group of Australasia, University of Technology, Sydney, Australia, 29 June – 3 July 2014
Available from: 2015-11-16 Created: 2015-11-16 Last updated: 2015-11-16Bibliographically approved

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Lindwall Ehrnlund, Malin
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Research on Education and Learning within the Department of Teacher Education (FULL)
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