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tandfonline.com – Middle Grades Mathematics Teachers’ Mixed Perceptions of Content-Focused Professional Development

Posted on by Troels Gannerup Christensen - Læst 4 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this study was to understand how and why middle grades mathematics teachers did or did not fully participate in sustained, content-focused professional development. Qualitative data were collected from middle grades teachers who demonstrated varying levels of participation. The teachers identified opportunities to engage in novel ways with mathematics content as effective in improving their own mathematics understanding and, consequently, their own instruction. Participants who were more critical of the professional development felt the mathematics content was often beyond their specific grade-level. Factors identified as affecting teachers’ participation in the training included administrative support and school-related responsibilities. Offering content-focused professional development designed to reflect the structures and characteristics established in research to most effectively provide teachers… Continue Reading →

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tandfonline.com – Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects

Posted on by Troels Gannerup Christensen - Læst 16 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however, pedagogical practices cut across grades and subjects, which signals the possibility of effective PD that includes diverse teachers. In this paper, we analyse the impact of a pedagogy-focused approach to PD called Quality Teaching Rounds (QTR), recently tested under randomised controlled trial conditions. Drawing on post-intervention interviews with 96 teachers and leaders at 24 schools in NSW, Australia, we demonstrate that QTR generated fresh insights about pedagogy and students, enhanced… Continue Reading →