Educational Infrastructure, Professional Learning, and Changes in Teachers' Instructional Practices and Beliefs

Autor/inn/en	Shirrell, Matthew; Hopkins, Megan; Spillane, James P.
Titel	Educational Infrastructure, Professional Learning, and Changes in Teachers' Instructional Practices and Beliefs
Quelle	In: Professional Development in Education, 45 (2019) 4, S.599-613 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1452784
Schlagwörter	Educational Change; Attitude Change; Beliefs; On the Job Training; Elementary School Teachers; School Districts; Educational Practices; Elementary School Mathematics; Achievement Tests; Elementary Secondary Education; International Assessment; Foreign Countries; Mathematics Tests; Mathematics Achievement; Attitude Measures; Coaching (Performance); Faculty Development; Peer Relationship; Trends in International Mathematics and Science Study; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Bildungsreform; Attitudinal change; Einstellungsänderung; Belief; Glaube; Training-on-the-Job; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Bildungspraxis; Elementare Mathematik; Schulmathematik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Peer-Beziehungen
Abstract	School systems around the world are adopting more intellectually ambitious academic content in the hopes of improving their educational productivity. In the United States, these efforts have required significant changes to teachers' instructional practices, and increased attention to teachers' formal and on-the-job professional learning opportunities. Focusing on the initial implementation of a reform-oriented approach to teaching mathematics in two local school systems in the United States, this paper examines whether -- and under what circumstances -- elementary teachers' professional learning opportunities predict changes in their instructional practices and beliefs related to mathematics. Our findings reveal that teachers' on-the-job interactions during the first year of reform predicted changes in their instructional practices; further, these changes were associated with the infrastructures that local school systems created to support teacher learning in mathematics. Teachers' participation in formal professional development, in contrast, predicted changes in their instructional beliefs, but not their practices. These findings have implications for future efforts to design formal and on-the-job professional learning opportunities that support ambitious educational reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01