Publication

The impact of peer collaboration on teachers’ practical knowledge

Witterholt, M., Goedhart, M. & Suhre, C., 2016, In : European Journal of Teacher Education. 39, 1, p. 126-143 18 p.

Research output: Contribution to journalArticleAcademicpeer-review

Copy link to clipboard

Documents

  • The impact of peer collaboration on teachers’ practical knowledge

    Final publisher's version, 432 KB, PDF document

    Request copy

DOI

Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7th-graders during a professional development trajectory based on peer collaboration. We monitored teachers’ development in a network of four mathematics teachers from the same school. By using a mixed-methods approach in which we combined data from interviews, concept maps and classroom observations, we describe changes in teachers’ practical knowledge. We found how the nature of these changes highly depends on teachers’ personal concerns that emerge during the trajectory. Some teachers considered their concerns as challenges stimulating their learning, while other teachers experienced their concerns as a reason to fall back to previous teaching methods. Based on our results, we give some recommendations for organising teacher networks
Original languageEnglish
Pages (from-to)126-143
Number of pages18
JournalEuropean Journal of Teacher Education
Volume39
Issue number1
Publication statusPublished - 2016

    Keywords

  • education

ID: 28411434