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

Authors

  • Nimer F. Baya'a Al-Qasemi Academic Collegle of Education
  • Wajeeh M. Daher An-Najah National University & Al-Qasemi Academic College of Education https://orcid.org/0000-0002-8207-0250
  • Ahlam A. Anabousy Al-Qasemi Academic College of Education

DOI:

https://doi.org/10.3991/ijet.v14i01.9134

Keywords:

community of practice, in-service mathematics teachers, integration of ICT, pre-service mathematics teachers, teaching-in-context

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.

Author Biographies

Nimer F. Baya'a, Al-Qasemi Academic Collegle of Education

Nimer Baya'a is a senior lecturer, pedagogical supervisor, and head of the ICT center at Al-Qasemi Academic College of Education - Baqa El-Gharbiah, P.O. Box: 124, Israel. His research focuses on using ICT, digital tools and cellular phones in teaching mathematics. Currently, concentrates on professional development of pre-service and in-service mathematics teachers in assimilating meta-cognition, high order thinking and creative thinking among their students.

Wajeeh M. Daher, An-Najah National University & Al-Qasemi Academic College of Education

Wajeeh Daher is an associate professor at An-Najah National University and a senior lecturer at Al-Qasemi Academic College of Education. A significant part of his research focuses on the different aspects of using digital tools in mathematics educa-tion. One main issue of this focus is the professional development of pre-service and in-service mathematics teachers in using digital tools to encourage school students’ high order thinking, creative thinking and critical thinking.

Ahlam A. Anabousy, Al-Qasemi Academic College of Education

Ahlam Anabousy is a Ph.D. student in mathematics education at Tel-Aviv Univer-sity. She is also a teacher in an elementary school and a teaching assistant at Al-Qasemi Academic college of Education. Her research focuses on using digital tools in mathematics education, especially teachers’ professional development in this use. In her research, she uses qualitative and quantitative methods to study the various as-pects of teachers’ professional development in the use of digital tools in teaching.

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Published

2019-01-17

How to Cite

Baya’a, N. F., Daher, W. M., & Anabousy, A. A. (2019). The Development of In-Service Mathematics Teachers’ Integration of ICT in a Community of Practice: Teaching-in-Context Theory. International Journal of Emerging Technologies in Learning (iJET), 14(01), pp. 125–139. https://doi.org/10.3991/ijet.v14i01.9134

Issue

Vol. 14 No. 01 (2019)

Section

Papers

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