"Prime Online": Developing Grades 3-5 Teachers' Content Knowledge for Teaching Mathematics in an Online Professional Development Program

Autor/inn/en	Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah
Titel	"Prime Online": Developing Grades 3-5 Teachers' Content Knowledge for Teaching Mathematics in an Online Professional Development Program
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 15 (2015) 1, S.14-43 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Pedagogical Content Knowledge; Elementary School Teachers; Grade 3; Grade 4; Grade 5; Mathematics Instruction; Online Courses; Faculty Development; Knowledge Base for Teaching; Special Education Teachers; Focus Groups; Knowledge Level; Pretests Posttests; Program Effectiveness; Mathematical Models; Periodicals; Web Sites; Program Implementation; Reflection; Discussion (Teaching Technique); Inclusion; Learning Disabilities; Educational Technology; Technology Uses in Education; Mixed Methods Research + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Teaching theory; Theory of teaching; Unterrichtstheorie; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Wissensbasis; Mathematical model; Mathematisches Modell; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Web-Design; Inklusion; Learning handicap; Lernbehinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher professional development program focused on improving MKT, instructional practices for all learners (particularly those with disabilities), and practitioner inquiry. Latent growth modeling and focus group data indicated growth in participants' content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. Module components are described to highlight the online teacher professional development program structure and specific activities that potentially supported participants' growth. Mathematical modeling, engaging with practitioner-focused journals and websites, developer-constructed materials, classroom implementation, and reflection and discussion provided participants with the opportunities for professional development resulting in increased MKT. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01