Læreres planlægningspraksis i et læringsmålsperspektiv: Et case studie af matematik og danske lærere: a multiple-case study of mathematics and L1 Danish teachers

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    Abstract

    Like most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers’ instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers’ planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context.
    Bidragets oversatte titelLæreres planlægningspraksis i et læringsmålsperspektiv: Et case studie af matematik og danske lærere
    OriginalsprogEngelsk
    Artikelnummer1
    TidsskriftActa Didactica Norge - nasjonalt tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid
    Vol/bind13
    Udgave nummer1
    Sider (fra-til)1-22
    Antal sider23
    ISSN1504-9922
    DOI
    StatusUdgivet - 2019

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