Literaturnachweis - Detailanzeige
| Autor/inn/en | Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert |
|---|---|
| Titel | Teacher Perspectives on Literacy and Mathematics Professional Development |
| Quelle | In: Issues in Teacher Education, 27 (2018) 1, S.94-105 (12 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-3031 |
| Schlagwörter | Teacher Attitudes; Faculty Development; Literacy Education; Mathematics Instruction; Comparative Analysis; Teacher Surveys; Elementary School Teachers; Middle School Teachers; Online Surveys; Pedagogical Content Knowledge |
| Abstract | This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following research questions: (1) What focus areas for literacy professional development do teachers identify as beneficial? (2) What focus areas for mathematics professional development do teachers identify as beneficial? (3) How do professional development experiences in literacy and mathematics compare to one another? and (4) How do teachers believe professional development influences students' learning? The study included survey responses from teachers in elementary and middle schools in two southeastern states. The study included primarily teachers in elementary and middle school. There were 98 survey responses collected over the 2015-2016 academic year. The survey was designed online in SurveyShare by the research team to gather teachers' experiences and reactions to participating in professional development opportunities. In regards to both literacy and mathematics, teachers reported deepening content knowledge and learning engaging strategies. Their responses showed an interest in gathering greater understanding, connecting theory, and moving toward deeper thinking about applying pedagogies that they learned during professional development. In regards to the impact of professional development on students, multiple teachers reported that, when offered, their professional development experiences had a positive influence on student learning. The data also indicated some negative responses, in which teachers reported that professional development had a negative impact on student learning, since they left their classroom to participate in experiences that were not beneficial. (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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