Impacts of Microcredentials on Teachers' Understanding of Instructional Practices in Elementary Mathematics

Autor/inn/en	Borland, Jennifer; Moylan, Adam; Dove, Anthony; Dunleavy, Matthew; Chachra, Vinod
Titel	Impacts of Microcredentials on Teachers' Understanding of Instructional Practices in Elementary Mathematics
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Microcredentials; Teaching Methods; Elementary School Teachers; Mathematics Instruction; Faculty Development; Rural Schools; Program Effectiveness; Elementary School Mathematics; Fractions; Knowledge Base for Teaching; Word Problems (Mathematics); Teacher Attitudes; Competency Based Teacher Education; Kentucky; Ohio; Pennsylvania + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementare Mathematik; Schulmathematik; Bruchrechnung; Teaching theory; Theory of teaching; Unterrichtstheorie; Textaufgabe; Lehrerverhalten
Abstract	Microcredentials are a promising means for expanding teacher access to high quality professional development. This study examined the effectiveness of online, self-paced microcredential courses designed for teachers working in underserved rural communities. The content of these competency-based microcredentials centered on recommended instructional strategies from the What Works Clearinghouse practice guides of the Institute of Education Sciences. To examine the effectiveness of the microcredentials, teacher participants were randomly assigned to one of two microcredentials on elementary mathematics, one on teaching word problems and the other on teaching fractions. Participants (n = 573) completed the pre-post assessments for each course, and follow-up interviews were conducted with a subset of participants (n = 65). Results revealed both microcredential courses were effective in increasing participants' knowledge of evidence-based instructional practices targeted in their respective microcredential. The authors suggest that online microcredentials present an accessible and affordable means for teacher professional development, especially in locations or situations where face-to-face professional development is challenging. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01