Online education for inservice secondary teachers

Authors: Verónica Hoyos

Publish Date: 2012/09/08

Volume: 44, Issue: 6, Pages: 775-786

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Abstract

This paper reviews existing research on how inservice high school teachers have learned about worked on or thought about the incorporation of mathematics technology into their teaching practices The paper reviews different scenarios of instruction issuing from important research related to teacher professional development Specifically we will deal with contributions to online inservice mathematics teacher education that refer to the use of digital technologies in classroom teaching practices The different articles reviewed belong to a range of teams of researchers from several universities and countries and who have implemented distinct online education approaches That work has allowed the gaining of knowledge on the specificities of using Web 20 tools for mathematics professional development MPD the function that online teacher interaction has in teacher learning and the actual classroom conditions in which mathematics technology is incorporated into instructional practice This paper describes and discusses the design features of those approaches emphasizing the main concepts and their underpinning theoretical frames noting important design elements and specific results Finally the paper discusses how some of these research findings are connected with emergent issues in the field of MPDI thank the National Science Foundation of Mexico CONACyT for partially funding 161703 my research stages in both the French Institute of Research in Education IFE and the University of Michigan USA and last but not least I would like to manifest my indebtedness to the University of Michigan particularly to Pat Herbst and his GRIP team for having hosted and helped me during the last revision of this article

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