Roles of Facilitators and Teachers in Models of Teacher Professional Learning

dc.contributor.author	Sikko, Svein Arne
dc.contributor.author	Ding, Liping
dc.date.accessioned	2021-01-25T12:42:37Z
dc.date.available	2021-01-25T12:42:37Z
dc.date.created	2020-11-20T13:45:05Z
dc.date.issued	2020
dc.identifier.isbn	978-960-466-216-6
dc.identifier.uri	https://hdl.handle.net/11250/2724557
dc.description.abstract	Three models of teacher professional learning are analysed using an analytical framework for studying the roles of facilitators and teachers in their collaboration. The PRIMAS model, the Lesson Design Study model and the Extended Interconnected Model of Professional Growth are analysed with respect to the agency involved and the role of teachers and facilitators, and two issues to be tackled in our future work are identified.	en_US
dc.language.iso	eng	en_US
dc.publisher	National and Kapodistrian University of Athens	en_US
dc.relation.ispartof	The Twenty-Fifth ICMI Study: Teachers of Mathematics Working and Learning in Collaborative Groups
dc.relation.uri	https://www.mathunion.org/fileadmin/ICMI/Publications/ICMI%20Study%2025/updated%20DD/201114%20ICMI25Proceedings6.13.2020.pdf
dc.title	Roles of Facilitators and Teachers in Models of Teacher Professional Learning	en_US
dc.type	Chapter	en_US
dc.description.version	acceptedVersion	en_US
dc.source.pagenumber	548-555	en_US
dc.identifier.cristin	1850428
dc.description.localcode	This chapter will not be available due to copyright restrictions (c) 2020 by National and Kapodistrian University of Athens	en_US
cristin.ispublished	true
cristin.fulltext	postprint