Beginning Teachers and Technology: Developing Identities as Teachers
نویسنده
چکیده
This paper reports on a study that investigated the pedagogical practices and beliefs of preservice and beginning teachers in integrating technology into the teaching of secondary school mathematics. A case study documents how one teacher's modes of working with technology changed over time and across different school contexts, and identifies relationships between a range of personal and contextual factors that influenced the development of his identity as a teacher. This analysis views teachers' learning as increasing participation in sociocultural practices.
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