Uppeldi og menntun - 01.01.2006, Qupperneq 64

64
Loughran, J. og Norfield, J. (1998). a framework for the development of self-study
practice. í M. L. Hamilton (Ritstj.), Reconcept­ual­izing­ t­eaching­ pract­ice: Sel­f­st­udy in
t­eacher educat­ion (bls. 7–18). London/New York: Falmer Press.
Mason, J. (2002). Researching­ your own pract­ice: The dsicipl­ine of not­icing­. London:
Routledge Falmer.
National Council of Teachers of Mathematics (1989). Curricul­um and eval­uat­ion st­and­
ards for school­ mat­hemat­ics. Reston, v­irgina: NCTM.
Schön, D. a. (1983). The refl­ect­ive pract­it­ioner. London: Temple Smith.
Schön, D. a. (1987). Educat­ing­ t­he refl­ect­ive pract­it­ioner. Oxford: Jossey-Bass.
Wistedt, I. og Martinson, M. 1994. Kval­it­et­er i el­evers t­änkande över en oändl­ig­
decimal­ut­veckl­ing­. Stockholms Universitet: Pedagogiska Institutionen.
Whitehead, J. (1993). The g­rowt­h of educat­ional­ knowl­edg­e: Creat­ing­ your own l­iving­
educat­ional­ t­heories. Bournemouth: Hyde Publications.
Wood, T., Cobb, P. og Yackel, E. (1991). Change in teaching mathematics: a case study.
American Educat­ional­ Research Journal­, 28(3), 587–616.
aBstraCt
In this article an experienced elementary teacher describes her research on her
mathematics teaching. It provides an account of the interaction between teacher and
students and its effect upon teacher development. The purpose of the research was to
study how enhanced meta-cognitive thinking can result in development that is valu-
able for the teacher’s work. The teacher’s attitudes to the profession and teaching
mathematics in particular are described, and the effect of the teacher’s own teaching
and learning experience on attitude development is analyzed. Evolutionary action res-
earch and self-study models were used to analyze the research process. at the beginn-
ing of the work the focus was on the children’s learning. Later the focus shifted to the
teacher’s own development as a teacher and finally to the research process. The main
results are that the teacher learned to reflect in action, use her understanding of the
children’s way of constructing knowledge and analyze the impact of teacher/learner
interaction on classroom learning.
Jónína Val­a Krist­insdót­t­ir er aðjúnkt­
í st­ærðfræðimennt­un við Kennaraháskól­a Ísl­ands
AÐ LæRA AF E IG In KEnnSLU