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Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections

Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
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Author(s): Margaret L. Niess (Oregon State University, USA) and Henry Gillow-Wiles (Southern Oregon University, USA)
Copyright: 2018
Pages: 30
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch012

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Abstract

As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom observations. This chapter proposes an alternative methodology to the structure of traditional observations, where the Scoop Notebook provides a window into mathematics teachers' Technological Pedagogical Content Knowledge (TPACK), specifically their TPACK-of-practice. In this descriptive, cross-case study, a re-designed Scoop process frames teachers' engagement in classroom practices, putting into practice their scholarly formal knowledge and developing in-depth, rich reflections from their classroom actions and artifacts. This study illustrates how embedding the Scoop process into a graduate instructional strategies course as part of a Master's degree curriculum results in engaging teachers in action research where they use artifacts as objects to think with for transforming their TPACK for integrating technologies in teaching mathematics.

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