Addressing Changing Assessment Agendas: Impact of Professional Development on Secondary Mathematics Teachers in NSW

Autor/inn/en	Pegg, John; Panizzon, Debra
Titel	Addressing Changing Assessment Agendas: Impact of Professional Development on Secondary Mathematics Teachers in NSW
Quelle	In: Mathematics Teacher Education and Development, 9 (2008), S.66-80 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Foreign Countries; Mathematics Teachers; Professional Development; Secondary School Mathematics; Mathematics Instruction; Rural Schools; Teacher Education; Models; Case Studies; Workshops; Evaluation; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerausbildung; Lehrerbildung; Analogiemodell; Case study; Fallstudie; Case Study; Lernwerkstatt; Schulung; Evaluierung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	In New South Wales the focus on assessment "for" learning requires teachers to consider carefully the alignment between assessment, curriculum, and pedagogy. This emerging agenda in teacher education seeks to ensure that assessment practices provide advice to teachers about what students know and where teaching might be directed to enhance learning. To incorporate this change into classroom practices, teachers need ongoing and sustained professional development. This paper describes the experiences of secondary mathematics teachers as they engaged in a two-year professional development program using the SOLO Model as the theoretical framework to explore the changing nature of assessment. Initially, teachers' views of the advantages of the professional development experience are identified as major themes. Following this overview, three case studies are presented to provide a longitudinal perspective about the ways in which the views of teachers evolved over the period of the project. (Contains 2 tables.) (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. 67 Kokoda Avenue, Wahroonga 2076, Australia. Fax: +61-9688-5001; e-mail: vp.conferences@merga.net.au; Web Site: http://www.merga.net.au/publications/mted.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10