TY - CHAP
T1 - A Modelling Perspective in Designing Teacher Professional Learning Communities
AU - Mousoulides, Nicholas
AU - Nicolaidou, Marilena
AU - Evagorou, Maria
N1 - Funding Information:
This chapter is based on the work within the project MASCIL ? Mathematics and Science for Life (www.mascil-project.eu). MASCIL has received funding from the European Union Seventh Framework Programme (FP7/2007?2013) under grant agreement no. 320693. This chapter reflects only the authors? views, and the European Union is not liable for any use that may be made of the information contained herein.
Publisher Copyright:
© 2017, Springer International Publishing AG.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2017
Y1 - 2017
N2 - The chapter addresses a professional learning community development approach, namely, a multi-tiered research design which involves a modelling approach to learning. The chapter describes how a models and modelling perspective was employed in developing a teacher learning community and how it was used to better understand, analyse, and support the nature and development of teacher knowledge. Results have revealed that teachers improved their knowledge and pedagogical approaches to modelling. Changes in their attitudes, self-confidence, and motivation, and in their collaboration with other teachers, were also evident. We conclude that such an approach, although very demanding both in skills and competences, might serve in establishing and supporting a teacher learning community.
AB - The chapter addresses a professional learning community development approach, namely, a multi-tiered research design which involves a modelling approach to learning. The chapter describes how a models and modelling perspective was employed in developing a teacher learning community and how it was used to better understand, analyse, and support the nature and development of teacher knowledge. Results have revealed that teachers improved their knowledge and pedagogical approaches to modelling. Changes in their attitudes, self-confidence, and motivation, and in their collaboration with other teachers, were also evident. We conclude that such an approach, although very demanding both in skills and competences, might serve in establishing and supporting a teacher learning community.
KW - Attitudes and beliefs
KW - Learning community
KW - Model-eliciting activity
KW - Multi-tiered research design
KW - Teacher professional development
KW - Technological tools
UR - http://www.scopus.com/inward/record.url?scp=85101959738&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-62968-1_10
DO - 10.1007/978-3-319-62968-1_10
M3 - Chapter
AN - SCOPUS:85101959738
T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling
SP - 117
EP - 127
BT - International Perspectives on the Teaching and Learning of Mathematical Modelling
PB - Springer Science and Business Media B.V.
ER -