How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?

Autor/inn/en	Polly, Drew; Neale, Henry; Pugalee, David K.
Titel	How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?
Quelle	In: Early Childhood Education Journal, 42 (2014) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0585-6
Schlagwörter	Elementary School Teachers; Elementary School Mathematics; Faculty Development; Knowledge Level; Teacher Attitudes; Teaching Methods; Mathematics Instruction; Pretests Posttests; Knowledge Base for Teaching; Observation; Statistical Analysis; Learner Controlled Instruction + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Wissensbasis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Beobachtung; Statistische Analyse
Abstract	This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks. Using a multi-methods approach, teacher-participants completed pre- and post-measures of mathematical knowledge for teaching, teachers' beliefs about teaching and learning mathematics, and teachers' self-reports of enacted instructional practices. Further, three teacher-participants were randomly selected to be observed 3 times over the course of the school year. Data analyses indicated that the professional development had a statistically significant positive impact on participants' mathematical knowledge for teaching, use of student-centered instructional practices, and beliefs towards mathematics as a subject area. Further, the observed teachers enacted some high-level mathematical tasks and questions, but these were more visible at the end of the study compared to the beginning of the study. Implications for future work are also shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10