Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact

Autor/inn/en	Koellner, Karen; Seago, Nanette; Jacobs, Jennifer
Titel	Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact
Quelle	In: Teacher Educator, 58 (2023) 1, S.29-48 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koellner, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2022.2067277
Schlagwörter	Faculty Development; Geometry; Mathematics Instruction; Video Technology; Observation; Teacher Attitudes; Learner Engagement; Secondary School Teachers; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Mathematics Education; Instructional Improvement + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Beobachtung; Lehrerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Mathematische Bildung; Unterrichtsqualität
Abstract	This research study explored teachers' self-reported uptake as well as observed instructional change after participating in a year-long professional development (PD) program focused on supporting the learning and teaching of transformations-based geometry. Analyses illuminate the degree and nature of the pedagogical shifts made by teachers who participated in this highly specified, videocase-based PD program. The treatment teachers' lessons started out significantly lower on most aspects of their instructional quality relative to the control teachers' lessons prior to the PD. However, the control teachers stayed the same or showed a decline in their instructional quality scores, whereas the treatment teachers made significant gains after the PD that brought them to the same level as the control teachers. The article concludes by considering how engagement with intentionally designed videocases during the PD may have contributed to the teachers' improvement in targeted dimensions of instructional quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01