How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers’ Knowledge, Beliefs and Enacted Pedagogies?
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers’ knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing c...
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| Veröffentlicht in: | Early childhood education journal 2014, Vol.42 (1), p.1-10 |
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| creator | Polly, Drew Neale, Henry Pugalee, David K. |
| description | This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers’ knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers’ beliefs about teaching and learning mathematics, and teachers’ self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants’ mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. Implications for future work are also shared. |
| doi_str_mv | 10.1007/s10643-013-0585-6 |
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Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers’ beliefs about teaching and learning mathematics, and teachers’ self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants’ mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. 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Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers’ beliefs about teaching and learning mathematics, and teachers’ self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants’ mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. 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Implications for future work are also shared.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10643-013-0585-6</doi><tpages>10</tpages></addata></record> |
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| ispartof | Early childhood education journal, 2014, Vol.42 (1), p.1-10 |
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| source | EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Education Educational Change Elementary School Mathematics Elementary School Teachers Faculty Development Knowledge Base for Teaching Knowledge Level Learner Controlled Instruction Learning and Instruction Mathematics education Mathematics Instruction Observation Outcomes of Education Pretests Posttests Professional development Sociology Sociology of Education Statistical Analysis Teacher Attitudes Teacher Characteristics Teaching Methods Young Children |
| title | How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers’ Knowledge, Beliefs and Enacted Pedagogies? |
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