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Collaborative self-study and peer learning in teacher educator reflection as an approach to (re)designing a mathematics education assessment task

journal contribution
posted on 2018-11-05, 00:00 authored by Leicha Bragg, Josephine Lang
(Re)designing mathematics assessment tasks that prepare pre-service teachers for teaching and offer learning opportunities for developing pedagogical practice is a challenging endeavour for teacher educators. Collaborative, reflexive peer learning teams provide expertise and support in advancing effective curriculum work, such as assessment tasks. This case study sheds light on the impact of self-study to facilitate changes in curriculum work and improve learning outcomes for pre-service teachers and teacher educators, thus, is worthy of further exploration.

History

Journal

Mathematics Teacher Education and Development

Volume

20

Issue

3

Pagination

80 - 101

Publisher

Mathematics Educational Research Group of Australasia

Location

Townsville, Qld.

ISSN

1442-3901

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

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