Martha Witterholt|Martin Goedhart|Cor Suhre
The impact of peer collaboration on teachers’ practical knowledge
University of Groningen|University of Groningen|University of Groningen
due changes dutch mathematics education teachers expected use new teaching methods enquirybased teaching study investigate teachers design implement evaluate new methods statistics teaching 7thgraders professional development trajectory based peer collaboration monitored teachers development network four mathematics teachers school using mixedmethods approach combined data interviews concept maps classroom observations describe changes teachers practical knowledge found nature changes highly depends teachers personal concerns emerge trajectory teachers considered concerns challenges stimulating learning teachers experienced concerns reason fall back previous teaching methods based results give recommendations organising teacher networks