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

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


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.


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

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Copyright (c) 2019 Nimer F. Baya'a, Wajeeh M. Daher, Ahlam A. Anabousy

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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