School Pupil Change Associated with a Continuing Professional Development Programme for Teachers

Autor/inn/en	Watson, Jane; Beswick, Kim
Titel	School Pupil Change Associated with a Continuing Professional Development Programme for Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 37 (2011) 1, S.63-75 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Numeracy; Middle School Teachers; Mathematics Instruction; Professional Continuing Education; Knowledge Level; Knowledge Base for Teaching; Pedagogical Content Knowledge; Pretests Posttests; Classroom Techniques; Educational Practices; Student Surveys; Teacher Surveys; Program Effectiveness; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Rechenkompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Berufsfeldbezogener Unterricht; Weiterbildung; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Klassenführung; Bildungspraxis; Schülerbefragung; Schülerverhalten; Lehrerverhalten
Abstract	This paper reports on the evaluation of a six-day programme that provided professional learning to middle school teachers with the aim of equipping them to assist their pupils to achieve improved numeracy outcomes. A teacher profiling instrument designed to measure varied aspects of teachers' knowledge for teaching mathematics was administered to 29 teachers at the beginning and end of the programme. As well, over 670 of their pupils were surveyed at the beginning of the programme and the end of the school year in relation to the mathematical experiences they had in their classrooms and their performance on basic numeracy tasks. Evidence of changed classroom practice and improved pupil performance was observed. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10