Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes

Autor/inn/en	Joubert, Marie; Kenny, Sinobia
Titel	Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 3, S.319-328 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joubert, Marie) ORCID (Kenny, Sinobia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1525093
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Teacher Attitudes; Faculty Development; Foreign Countries; Outcomes of Education; Mathematical Logic; Thinking Skills; Teaching Assistants; Teaching Methods; Personal Narratives; Teaching Experience; Communities of Practice; Elementary School Teachers; Secondary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Lernleistung; Schulerfolg; Mathematical logics; Mathematische Logik; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Community; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on the professional development of four mathematics teachers in South Africa. The four teachers all participated in a Mathematical Thinking course before taking an Advanced Certificate in Education in mathematics. The research, which aimed to understand these teachers' ongoing professional development, took place two years after they had completed the Advanced Certificate in Education course, at a time when they were helping to run a subsequent Mathematical Thinking course, taking the role of teaching assistants. The teachers provided written 'stories' of their experiences during and after the two courses and were interviewed twice after the two courses; the first interview drew on the stories and the second drew on the first interview. The qualitative data gathered were analysed using a three-part framework of outcomes: personal, professional and cultural/social. In terms of personal outcomes, they reported renewed confidence and passion for teaching mathematics, changed beliefs and values, and acknowledged new learning experiences; they did not, however, report learning about mathematics, the curriculum or planning. In terms of professional outcomes, they reported changes in both their own classroom teaching practice and their approaches to leadership. Finally, there was little evidence of cultural/social outcomes, but participants reported on opportunities that had been offered to them and on new collaborations in their communities. We have called these 'community outcomes' and suggest that 'cultural/social outcomes' might be renamed 'community outcomes' so that it is extended to include these sorts of opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01