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Wetterstrand, Frida, Adjunkt i matematikORCID iD iconorcid.org/0000-0002-8543-3942
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Publikasjoner (3 av 3) Visa alla publikasjoner
Harvey, F. & Teledahl, A. (2019). Teacher Professional Development and Collegial Learning: A literature review through the lens of Activity System. In: Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: . Paper presented at 11th Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, the Netherlands, February 6-10, 2019 (pp. 3331-3338). Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Åpne denne publikasjonen i ny fane eller vindu >>Teacher Professional Development and Collegial Learning: A literature review through the lens of Activity System
2019 (engelsk)Inngår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M., Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME , 2019, s. 3331-3338Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This study maps key features of effective Teacher Professional Development (TPD) and the framework of Communities of Inquiry (CoI), in an effort to gain an understanding of how these features contribute to teachers’ collegial learning. Activity system, as described by Engeström (1987)/(1999), is used as a theoretical lens which allows for the visualization of TPD as a complex system. The result indicates that, apart from differences in the level of detail in the description of various features, there are differences in the demands the two models place on teachers. Establishing norms that promote collegial learning, in which critical inquiry is expected, emerged as a critical issue. This highlights the importance of viewing any variant of TPD as a process, in which the functions of features shift. Awareness of this process may prove important in designing and implementing future TPD initiatives.

sted, utgiver, år, opplag, sider
Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019
Emneord
Activity Systems, Collegial learning, Communities of Inquiry, Teacher Professional Development
HSV kategori
Forskningsprogram
Matematik
Identifikatorer
urn:nbn:se:oru:diva-79454 (URN)
Konferanse
11th Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht, the Netherlands, February 6-10, 2019
Tilgjengelig fra: 2020-01-29 Laget: 2020-01-29 Sist oppdatert: 2020-01-29bibliografisk kontrollert
Hagström, M. & Wetterstrand, F. (2018). EPA blir STAR: Problemlösning i matematik. Nämnaren : tidskrift för matematikundervisning (1), 37-40
Åpne denne publikasjonen i ny fane eller vindu >>EPA blir STAR: Problemlösning i matematik
2018 (svensk)Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, nr 1, s. 37-40Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Published
sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet, 2018
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-76822 (URN)
Tilgjengelig fra: 2019-09-27 Laget: 2019-09-27 Sist oppdatert: 2019-09-30bibliografisk kontrollert
Lundahl, C., Wetterstrand, F. & Sundhäll, M. (2017). Att få sina bedömningar granskade: Lärares syn på de nationella provens syfte att främja likvärdig bedömning. Utbildning och Demokrati, 26(2), 75-94
Åpne denne publikasjonen i ny fane eller vindu >>Att få sina bedömningar granskade: Lärares syn på de nationella provens syfte att främja likvärdig bedömning
2017 (svensk)Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, nr 2, s. 75-94Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Since 1940 there has been different types of national tests in Sweden, each with a different aim and purpose. Since 2011, Skolverket is required to review how teachers correct these national tests, and also to publish easily accessible statistics showing possible discrepancies between the results of the students and their final grades. Based on interviews with 17 teachers in mathematics between grade 6-9, the consequences of the review of teachers assessments have been investigated. The result shows worrying effects. The increased focus on discrepancies has led to an inadequate appraisal of teachers assessment competence. However, teachers are pleased to have their corrections reviewed in a formative way.

sted, utgiver, år, opplag, sider
Örebro universitet, 2017
Emneord
Nationella prov, betyg, likvärdig bedömning, matematik
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-62682 (URN)
Tilgjengelig fra: 2017-11-19 Laget: 2017-11-19 Sist oppdatert: 2018-02-01bibliografisk kontrollert
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ORCID-id: ORCID iD iconorcid.org/0000-0002-8543-3942