Mathematics Teachers' Learning: Identifying Key Learning Opportunities Linked to Teachers' Knowledge Growth

Autor/inn/en	Copur-Gencturk, Yasemin; Plowman, Debra; Bai, Haiyan
Titel	Mathematics Teachers' Learning: Identifying Key Learning Opportunities Linked to Teachers' Knowledge Growth
Quelle	In: American Educational Research Journal, 56 (2019) 5, S.1590-1628 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218820033
Schlagwörter	Mathematics Teachers; Faculty Development; Pedagogical Content Knowledge; Mathematics Education; Outcome Measures + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematische Bildung
Abstract	This study examines the role of several key features of professional development (PD) in bringing about changes in teachers' mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs' focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students' work and solving mathematics problems) were related to gains in teachers' mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students' work were significantly related to teachers' learning. Implications for research and teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01