Evaluating mathematics teachers' professional development motivations and needs
https://doi.org/10.17583/redimat.2016.2093
Downloads
Abstract
While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers’ motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD may significantly vary. We present three representative cases that illustrate this diversity. The cases were selected from a cohort of 54 grades 5-9 mathematics teachers in the northeastern United States. The results show that: 1) these three teachers dramatically differed in their motivations and self-perceived needs regarding mathematical content, classroom instruction, and student thinking; 2) their perceptions were closely aligned with the results of our own assessments; and 3) the motivations and needs of these three teachers reflected the general trends identified in the cohort of 54 teachers. We conclude that “giving teachers voice” is essential when designing and implementing PD.
Downloads
References
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
Google Scholar CrossrefAuthors. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251.
Google Scholar CrossrefBennison, A., & Goos, M. (2010). Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences, and Impacts. Mathematics Education Research Journal, 22(1), 31-56.
Google Scholar CrossrefBeswick, K. (2014). What teachers’ want: Identifying mathematics teachers’ professional learning needs. The Mathematics Enthusiast, 11(1), 83-108.
Google Scholar CrossrefBorko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Google Scholar CrossrefAuthors. (2014). Using interviews to explore teacher knowledge profiles in the area of permutations. Paper presented at the Joint 38th Conference of the International Group for the Psychology of Mathematics Education [PME] and the 36th Conference of the North American Chapter for the Psychology of Mathematics Education [PME-NA], Vancouver, Canada.
Google Scholar CrossrefChval, K., Abell, S., Pareja, E., Musikul, K., & Ritzka, G. (2008). Science and Mathematics Teachers’ Experiences, Needs, and Expectations Regarding Professional Development. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 31-43.
Google Scholar CrossrefDarling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Standford University, CA: National Staff Development Council.
Google Scholar CrossrefDepartment of Education, U. S. (2007). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Mathematics Assessment. Retrieved from http://nces.ed.gov/NationsReportCard/nqt/.
Google Scholar CrossrefDesimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263.
Google Scholar CrossrefFoy, P., & Arora, A. (2009). TIMSS Advanced 2008 user guide for the international database: Released items advanced mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Google Scholar CrossrefGaret, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., & Doolittle, F. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation. (NCEE 2011-4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education.
Google Scholar CrossrefGhaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15, 487-496.
Google Scholar CrossrefHill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
Google Scholar CrossrefLebart, L., Salem, A., & Bècue, M. (2000). Análisis estadístico de textos. Lleida: Milenio.
Google Scholar CrossrefMatteson, S., Zientek, L. R., & Ozel, S. (2013). Identifying What In-Service Teachers Want in Professional Development Experiences. Teacher Education and Practice, 26(3), 569-580.
Google Scholar CrossrefSherin, M. G. (2002). When teaching becomes learning. Cognition and Instruction, 20(2), 119-150.
Google Scholar CrossrefShulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Google Scholar CrossrefTeixidor-i-Bigas, M., Schliemann, A. D., & Carraher, D. (2013). Integrating disciplinary perspectives: The Poincaré Institute for Mathematics Education. The Mathematics Enthusiast, 10(3), 519-561.
Google Scholar CrossrefWlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17-21.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
Issue
Section
License
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.