Transformative Professional Development for Mathematics Teachers

Autor/inn/en	Bonghanoy, Guillermo B.; Sagpang, Alben P.; Alejan, Ronnie A., Jr.; Rellon, Louie Resti
Titel	Transformative Professional Development for Mathematics Teachers
Quelle	In: Journal on Mathematics Education, 10 (2019) 2, S.289-302 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Transformative Learning; Faculty Development; Mathematics Teachers; Mathematics Instruction; Foreign Countries; Student Interests; Secondary School Mathematics; Secondary School Teachers; Researchers; Secondary School Students; Philippines + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Ausland; Studieninteresse; Researcher; Forscher; Sekundarschüler; Philippinen
Abstract	This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01