Thinking C5

Considering the individual teacher and classroom/school context

The research on jack was guided by the characteristic of effective PD _ .... This means that the researcher need to treat Jack .........
These idaes fit what ...... reffereed to as .........

The applicatiom of this characteristic were evident in many critical events presented in chapter 5. Firstly, with the ethnographic approach in which the researcher eventually establish a good relationship with Jack and being insider in Jack's class, enabling the researcher to know better Jack's classroom or his school.
For example, that Jack's classroom have a very good Internet connections and used rarely by students for learning, having ICt support from the school, and opportunity for sharing with other teachers in his school. This insight helped the researcher in proposing ideas such as the integration of the internet into mathematics teaching.

Secondly, the researcher showed many attempts to treat jack ........
For example, asking Jack's ideas of websites before offering to students, telling the researcher's context that lack of experiences in teaching lower primary school, the researcher's politely rejection on taking over the teaching for the whole classr reasoning lack of englisg proficiency in English.

In fact, understanding the individual teacher is not a finished work. For over one year, working with Jack, the researcher had been developing her understanding continously about Jack and her insight changed over time.
For example, in the critical event offering the integration of the Internet in the free morning activities, the researcher thought that that Jack was confident to manage the activities by himself after he got many relevant websites to his teaching programs, but later on, the researcher found that he struggled to do it. He faced a significant challenge on managing the students in his busy time and his beliefs about without internet activities (maintaining the routine work using manipulatives) was fine and his students were happy with the routine.

In other words, I got a new insight about Jack's beliefs that maintaining routine activities without any internet activities was fine since students looked happy and nothing wrong with it. In this case, jack did not found it yet that the Internet could be used to enrich the students mathematics learning.

At the same time, I also found that it was not onlt because of Jack's individual factor, the Internet feature itself influence ack's decision, since many websites require students to finish some exercises in short time, then if they do not know what to do next, here was the time where students asked question a lot and Jack viewde this as the distruption.

So, what is the meaning of this part?
This finding demontrates the complexity of teacher PD and the challenges of conducting research in teacher context.

Conducting this study in the classroom context could give a better picture about teacher situaion compared to doing the PD out of the classroom, but it also produced another challenges as it was decribed in C4.