Implications of a Model for Conceptualizing Change in Mathematics Teachers' Instructional Practices.

Edwards, Thomas G.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ536843

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-6620

EISSN: N/A

Available Date: N/A

Implications of a Model for Conceptualizing Change in Mathematics Teachers' Instructional Practices.

Edwards, Thomas G.

Action in Teacher Education, v18 n2 p19-30 Sum 1996

A model for conceptualizing teacher change was developed during a two-year study of mathematics teachers' implementation of an innovative curriculum. Based on constructivist views of teaching and learning, the model suggested that one way to promote change in teaching practice is to structure interactions among teachers to promote reflective thinking. (SM)

Descriptors: Constructivism (Learning), Educational Change, Educational Innovation, Inservice Teacher Education, Interpersonal Competence, Mathematics Education, Mathematics Teachers, Models, Reflective Teaching, Secondary Education, Secondary School Mathematics, Standards, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Theme issue title: "Constructivism in Teacher Education."