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dc.contributor.authorWæge, Kjersti
dc.contributor.authorFauskanger, Janne
dc.date.accessioned2022-06-09T07:28:13Z
dc.date.available2022-06-09T07:28:13Z
dc.date.issued2022
dc.description.abstractThe article focuses on Teacher Time Outs (TTOs) in rehearsals and co-enactments as part of a practice-based approach to professional development, aiming to support teachers’ learning of ambitious mathematics teaching. Ambitious teaching requires teachers to be responsive to students’ ideas in-the-moment of instruction. This is complex and places enormous demands on the teacher. We examine how TTOs support teachers’ learning of ambitious teaching and their development of pedagogical judgment. The findings reveal that the TTOs provided opportunities for teachers’ collective learning of key practices of ambitious teaching, and that the TTOs supported the teachers’ collective pedagogical reasoning and decision-making in-the-moment of teaching and with connecting pedagogical reasoning to pedagogical actions and responsibilities.en_US
dc.identifier.citationWæge, Fauskanger. Supporting In-service Teachers’ Collective Learning of Ambitious Teaching Practices Through Teacher Time Outs. Scandinavian Journal of Educational Research. 2022en_US
dc.identifier.cristinIDFRIDAID 2005871
dc.identifier.doi10.1080/00313831.2022.2042730
dc.identifier.issn0031-3831
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/10037/25423
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.journalScandinavian Journal of Educational Research
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.titleSupporting In-service Teachers’ Collective Learning of Ambitious Teaching Practices Through Teacher Time Outsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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