Online Teacher Professional Development in Mathematics Education
Robert Powers, Heng-Yu Ku, University of Northern Colorado, United States ; Robert Mayes, University of Wyoming, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online teacher professional development (oTPD) is increasingly becoming standard practice (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009) for universities who offer master’s programs for inservice teachers. When considering course design, two important themes emerge from the literature: roles of the instructor and community discourse patterns. First, the online instructor must have skills necessary to function in pedagogical, managerial, social, and technical roles. Second, course designers must be aware of online community discourse patterns as a conceptual framework for designing oTPD courses. This paper shares one experience in developing and implementing an online course for inservice secondary teachers on teaching geometry.
Powers, R., Ku, H.Y. & Mayes, R. (2011). Online Teacher Professional Development in Mathematics Education. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 651-658). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).