Speaker
Description
This study explores the transformative impact of curiosity-driven (CD) discourse on teacher-mentors' professional development. Eight physics and mathematics in-service teachers participated in CD discourse workshops, alternating roles as mentors and mentees across four rounds. Leveraging Mason's model, we assess changes in mentors' awareness levels through content analysis by categorizing their responses to open questions. Findings reveal significant shifts in mentors' awareness post-discussion, highlighting heightened generalization abilities. Importantly, CD discourse fosters mutual learning, challenging traditional mentor-centric perceptions and enhancing mentors' teaching practices. Our study underscores the transformative potential of CD discourse, offering insights into its role in shaping teacher professional development.
| How would you like to present your contribution? | Live in Kraków (time slot to be allotted based on the programme) |
|---|---|
| Target education level | Secondary |
| Category | Formal Education |
