Mathematics coordinators as school team PD leaders before and during COVID-19

This study explored a professional development (PD) program preparing mathematics coordinators to lead effective PD in their schools. Due to the COVID-19 pandemic emerging in the midst of this study, the PD program and school team PD were performed online instead of face-to-face. We explored the PD...

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Detalles Bibliográficos
Autores principales: Cohen-Nissan, Orit, Kohen, Zehavit
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Authors. Published by Elsevier Ltd. 2023
Materias:
Research Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9618436/
https://www.ncbi.nlm.nih.gov/pubmed/36339054
http://dx.doi.org/10.1016/j.tate.2022.103921
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author Cohen-Nissan, Orit
Kohen, Zehavit
author_facet Cohen-Nissan, Orit
Kohen, Zehavit
author_sort Cohen-Nissan, Orit
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description This study explored a professional development (PD) program preparing mathematics coordinators to lead effective PD in their schools. Due to the COVID-19 pandemic emerging in the midst of this study, the PD program and school team PD were performed online instead of face-to-face. We explored the PD program and school team PD design before and during COVID-19 period, and the coordinators' expertise-based PD leadership professional identity (LPI). Findings revealed structural stability of the PD program design, and support of coordinators’ LPI. Coordinators enacted a structural transition of effective PD design into the school team PD, demonstrating their LPI in practice.
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spelling pubmed-96184362022-10-31 Mathematics coordinators as school team PD leaders before and during COVID-19 Cohen-Nissan, Orit Kohen, Zehavit Teach Teach Educ Research Paper This study explored a professional development (PD) program preparing mathematics coordinators to lead effective PD in their schools. Due to the COVID-19 pandemic emerging in the midst of this study, the PD program and school team PD were performed online instead of face-to-face. We explored the PD program and school team PD design before and during COVID-19 period, and the coordinators' expertise-based PD leadership professional identity (LPI). Findings revealed structural stability of the PD program design, and support of coordinators’ LPI. Coordinators enacted a structural transition of effective PD design into the school team PD, demonstrating their LPI in practice. The Authors. Published by Elsevier Ltd. 2023-01 2022-10-31 /pmc/articles/PMC9618436/ /pubmed/36339054 http://dx.doi.org/10.1016/j.tate.2022.103921 Text en © 2022 The Authors Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Research Paper
Cohen-Nissan, Orit
Kohen, Zehavit
Mathematics coordinators as school team PD leaders before and during COVID-19
title Mathematics coordinators as school team PD leaders before and during COVID-19
title_full Mathematics coordinators as school team PD leaders before and during COVID-19
title_fullStr Mathematics coordinators as school team PD leaders before and during COVID-19
title_full_unstemmed Mathematics coordinators as school team PD leaders before and during COVID-19
title_short Mathematics coordinators as school team PD leaders before and during COVID-19
title_sort mathematics coordinators as school team pd leaders before and during covid-19
topic Research Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9618436/
https://www.ncbi.nlm.nih.gov/pubmed/36339054
http://dx.doi.org/10.1016/j.tate.2022.103921
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