Using teachers’ research to elicit professional development among pre- and in-service mathematics teachers: a qualitative meta-analysis of mathematics education in graduate programs - Archive ouverte HAL Access content directly
Conference Papers Year : 2019

Using teachers’ research to elicit professional development among pre- and in-service mathematics teachers: a qualitative meta-analysis of mathematics education in graduate programs

Tikva Ovadiya
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Abstract

This study used qualitative meta-analysis to analyze the professional development of 38 pre-service student-teachers who conducted a qualitative study in mathematics education as part of their learning requirements. The analysis of the teacher-researchers’ (TRs) studies used qualitative meta-analysis and focused on learning through activity (LTA) (Simon, 2018). Analysis was based on a meta-model that was constructed to characterize the development of the TRs according to the following parameters: skill of mathematics instruction, pedagogical perceptions, pedagogical knowledge, and problem-solving methods. In this paper, I present and discuss the meta-model study of only the last parameter (problem solving).
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Dates and versions

hal-02422588 , version 1 (19-01-2020)

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  • HAL Id : hal-02422588 , version 1

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Tikva Ovadiya. Using teachers’ research to elicit professional development among pre- and in-service mathematics teachers: a qualitative meta-analysis of mathematics education in graduate programs. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02422588⟩

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