Chiara AndrĂ  ,  Annette Rouleau ,  Peter Liljedahl ,  Pietro di Martino - Vol. 39 Num. 1 (2019) | ||
An affective lens for tensions emerging from teacher professional development | 2-6 | |
ABSTRACT: Tensions are an integral part of mathematics teachers’ practice and have been recognised as playing a pivotal role in guiding teachers’ choices, and in driving teacher change. Professional development particularly elicits dilemmas. Tensions appear to be a crucial aspect of mathematics teacher education and therefore a deeper understanding of tensions provoked by professional development appears to be relevant for researchers and teacher educators. |