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A Model to Direct Online Continuous Professional Development Opportunities for Mathematics Teachers in the South African Context of Disparities
ARTICLE

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AJRMSTE Volume 14, Number 3, ISSN 1029-8457

Abstract

In a previous paper we reported on several personal and situational tensions which influence the use and value of a mathematics-friendly online discussion forum environment in pursuit of the Continuous Professional Development (CPD) of previously disadvantaged and advantaged mathematics teachers in the South African context of disparities. This paper builds on the preliminary contributions reported there by offering a strategic model that can be used by a Subject Advisor to firstly anticipate and secondly discover tensions that point at teachers' real forum needs, thereby ensuring an online CPD strategy that is concomitant to the community for which the online forum is offered. The model is explained by way of a narrative walkthrough which also illustrates the practical usefulness thereof. Implications for existing theory are also offered. In a rapidly expanding and increasingly accessible technological environment, this paper provides a timeous foundation, benchmarks and pointers for future implementations of online forum discussion environments aimed at the CPD of not only mathematics teachers, but teachers in general.

Citation

van der Merwe, T.M., van der Merwe, A.J. & Venter, L.M. (2010). A Model to Direct Online Continuous Professional Development Opportunities for Mathematics Teachers in the South African Context of Disparities. African Journal of Research in Mathematics, Science and Technology Education, 14(3), 63-78. Retrieved October 23, 2019 from .

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