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Co-Designing Teaching with Digital Technologies: A Case Study on Mixed Pre-Service and In-Service Mathematics Teacher Design Teams

Artigo2024

Frederik Dilling ORCID; Ingo Witzke ORCID; Kevin Hörnberger; Jana Trgalová ORCID

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Resumo

The development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 56, n. 4, p. 667-680
Editora
Springer Science+Business Media
Ano
2024 (2024-08-01)
Idioma
en
Palavras-chave
Teacher Collaboration; Teamwork; Educational Technology; Technological Literacy; Mathematics Instruction; Preservice Teachers; Mathematics Teachers; Mathematics Education; Teacher Attitudes; Student Attitudes; Lesson Plans; Curriculum Development; Design; Mathematics Curriculum; teacher design teams; pre-service teachers; in-service teachers; mathematics teacher education; digital skills; digital technologies in mathematics education; collaborative lesson planning; teacher professional development; teacher professionalization
Temas
Currículo, Formação de Professores de Matemática, Tecnologias Digitais
DOI
10.1007/s11858-024-01623-6
ISSN
1863-9690, 1615-679X, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DILLING, Frederik et al.. Co-Designing Teaching with Digital Technologies: A Case Study on Mixed Pre-Service and In-Service Mathematics Teacher Design Teams. ZDM: Mathematics Education, v. 56, n. 4, p. 667-680, 2024. DOI: https://doi.org/10.1007/s11858-024-01623-6.

APA

Dilling, F., Witzke, I., Hörnberger, K., & Trgalová, J. (2024). Co-Designing Teaching with Digital Technologies: A Case Study on Mixed Pre-Service and In-Service Mathematics Teacher Design Teams. ZDM: Mathematics Education, 56(4), 667-680. https://doi.org/10.1007/s11858-024-01623-6

BibTeX
@article{dilling2024,
  author = {Dilling, Frederik and Witzke, Ingo and Hörnberger, Kevin and Trgalová, Jana},
  title = {Co-Designing Teaching with Digital Technologies: A Case Study on Mixed Pre-Service and In-Service Mathematics Teacher Design Teams},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {4},
  pages = {667-680},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01623-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Dilling, Frederik
AU  - Witzke, Ingo
AU  - Hörnberger, Kevin
AU  - Trgalová, Jana
TI  - Co-Designing Teaching with Digital Technologies: A Case Study on Mixed Pre-Service and In-Service Mathematics Teacher Design Teams
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 4
SP  - 667
EP  - 680
DO  - 10.1007/s11858-024-01623-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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