Reciprocal Learning Partnerships between Elementary Mathematics Teachers: A Partnership between Canada and China
Notice bibliographique
Résumé
This study investigates the Reciprocal Learning Partnerships (RLP) between two pairs of elementary school mathematics teachers where each pair is comprised of one teacher from Changchun, China and one teacher from Toronto, Canada. These teachers are part of a seven-year reciprocal learning project focused on understanding the cultural and educational perspectives of Canadian and Chinese mathematics educators. Furthermore, this study explores how long term cross-cultural reciprocal learning partnerships can be used as a form of professional development for mathematics teachers. Data for this study was collected through interviews, classroom observations, videos, documents, journals and e-communication transcripts. These exploratory case studies focus on the teacher’s professional development needs and their personal narratives as they participate in reciprocal learning partnerships. Findings suggest Canadian and Chinese teachers have complementary strengths that make ideal reciprocal learning partners (RLP). Some findings include: (1) subject specific teacher knowledge, pedagogical knowledge, and knowledge of the learner are main areas of focus for Canada-China RLPs; (2) Canadian teachers were able to learn content knowledge from their reciprocal learning partners; (3) differentiated learning, especially for students with exceptionalities, is a common area of interest for both Canadian and Chinese teacher’s due to recent curriculum reforms in both nations; (4) cultural misconceptions are still present in Canadian and Chinese schools, and they can be challenged and corrected through reciprocal learning; (5) long-term RLPs can increase teacher efficacy; (6) RLPs are developed through three main stages where teachers learn about each other, learn from each other, and then learn with each other; (7) student-involvement in in-service teacher development can increase teacher motivation and accountability; (8) administrative and peer support are advantages to motivating RLPs; (9) when translations are involved in RLP communications, it is important to use tools that allow participants to express their personality and emotions; (10) portability, ease of use, and accessibility are important factors to consider when selecting technology for in-service teacher development. This research suggests that mathematics teachers from Canada and China are willing and eager to learn from each other to increase their teacher knowledge. Recommendations for future research are also outlined.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».