Kollegialt lärande på en gymnasieskola i kursen Ma 2b : Vilka kunskaper utvecklar de deltagande lärarna?

Detta är en Magister-uppsats från Linköpings universitet/Pedagogik och didaktik; Linköpings universitet/Utbildningsvetenskap

Sammanfattning: The aim of the study was to examine what peer learning in Mathematic could mean to three teachers in Upper Secondary School. The peer learning in this study was a mix of lesson and learning study. Lesson and learning study are systematic methods to develop the education through research lessons.  The teachers were independent and implemented this study of their own, without any contact with the university, no researcher was connected. In some way this was a kind of action research, but without connection to a researcher. The aim was to study what teacher could learn about the object of learning “read and interpret graphs”, which critical aspects the pupils need to know to understand logarithm and what will be demand of the teachers to be able to implement peer learning systematically in Mathematic on Social Science program year two. The result of this study was that the three teachers involved thought they learned a lot both in how to teach about this object of learning and how to meet the students in this complexity to increase the possibilities for the pupils to understand logarithm by graphic representation. It was clear to the teachers that graphic solution was underestimated. The systematic attempt to observe the pupils skills show the lack of knowledge. Several critical aspects were found which could make it possible for the pupils to understand logarithm. In this peer learning it was obvious that the different education groups turned out to be more equal about their knowledge about graphic representation after the research lessons. The conclusion about what was needed to implement such a peer learning like this was that the teachers have to be motivated and they need a timetable where this study can be workable.

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