The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory
DOI:
https://doi.org/10.3991/ijet.v14i01.9134Keywords:
community of practice, in-service mathematics teachers, integration of ICT, pre-service mathematics teachers, teaching-in-contextAbstract
The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.
Downloads
Published
2019-01-17
How to Cite
Baya’a, N. F., Daher, W. M., & Anabousy, A. A. (2019). The Development of In-Service Mathematics Teachers’ Integration of ICT in a Community of Practice: Teaching-in-Context Theory. International Journal of Emerging Technologies in Learning (iJET), 14(01), pp. 125–139. https://doi.org/10.3991/ijet.v14i01.9134
Issue
Section
Papers