The Development of In-Service Mathematics Teachers' Integration of ICT in a Community of Practice: Teaching-in-Context Theory

Wajeeh M. Daher,Ahlam A. Anabousy,Nimer F. Baya'a

doi:10.3991/ijet.v14i01.9134

Abstract

The goal of the present research is to describe five lower-secondary in-service mathematics teachers' development of ICT (Information Communication Tech-nology) integration in their teaching as a result of mentoring pre-service teachers who practiced the integration of technology in their mathematics teaching. This is done through the combination of Schoenfeld's Teaching-in-Context theory and Goos' community of practice framework. To collect the research data, the re-searchers used semi-structured interviews with the in-service teachers at the be-ginning and end of the academic year. In addition, several observations of lessons taught by the in-service teachers with the assist of pre-service teachers were rec-orded towards the end of the intervention. The research findings indicate that the community of practice context can serve as an escalator that supports the decision of in-service mathematics teachers to integrate ICT in their mathematics teaching. However, these decisions were conditioned by taking care of the students' formal procedural mathematical knowledge.

Highlights

In-service mathematics teachers' integration of information and communication technology (ICT) has been researched from various aspects
We describe, utilizing Schoenfeld's Teaching-in-Context theory and Goos' community of practice, the development of five mentoring mathematics teachers' beliefs and behaviors regarding the integration of ICT in their teaching in the context of a community of practice
We report the development of the integration of ICT by five lower-secondary in-service mathematics teachers in a community of practice context in which they were engaged in integrating technology in mathematics teaching

Summary

Introduction

In-service mathematics teachers' integration of ICT has been researched from various aspects. As educators of mathematics pre-service teachers in a teachers' college and in the training schools, we consider it our role to encourage the integration of ICT in teaching among the mentoring mathematics in-service teachers. This role is founded on our conviction that ICT contributes to students’ production of mathematical knowledge through supporting them in their mathematical investigations [14]. A community of practice is a context in which pre-service teachers, their school mentors and their college educators try to professionally develop together. This development is in-context, conditioned by the members’ knowledge, beliefs and goals. The development is in the integration of ICT in in-service teachers' practices

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