Scaling up Innovative Learning in Mathematics: Exploring the Effect of Different Professional Development Approaches on Teacher Knowledge, Beliefs, and Instructional Practice

Autor/inn/en	Heck, Daniel J.; Plumley, Courtney L.; Stylianou, Despina A.; Smith, Adrienne A.; Moffett, Gwendolyn
Titel	Scaling up Innovative Learning in Mathematics: Exploring the Effect of Different Professional Development Approaches on Teacher Knowledge, Beliefs, and Instructional Practice
Quelle	In: Educational Studies in Mathematics, 102 (2019) 3, S.319-342 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stylianou, Despina A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09895-6
Schlagwörter	Mathematics Instruction; Communities of Practice; Faculty Development; Algebra; Knowledge Level; Knowledge Base for Teaching; Elementary School Teachers; Mathematics Teachers; Summer Programs; Workshops; Multimedia Instruction; Educational Resources; Mathematics Curriculum; Best Practices; Program Effectiveness; Teacher Attitudes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Community; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Sommerkurs; Lernwerkstatt; Schulung; Multimediales Lernen; Bildungsmittel; Lehrerverhalten
Abstract	Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups--hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale up these efforts in a sustainable manner. We compared the impact of three PLE formats on the early algebra knowledge and teaching practices of elementary mathematics teachers: (1) a facilitated summer workshop, (2) a multimedia course completed on teachers' own time, and (3) learning resources provided in the algebra curriculum unit that teachers used individually. Our findings suggest that all three formats can be mapped against a set of principles for quality professional learning. Analysis of pre- and post-treatment measures indicate that participating teachers' knowledge of algebra content and best practices significantly increased, regardless of the PLE format with which they engaged. Interviews with a subset of the teachers from the three groups point to the key features of each of the formats that can be capitalized on by designers of PLEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01