scholarly journals Topic Study Group No. 50: In-Service Education, and Professional Development of Secondary Mathematics Teachers

2017 ◽  
pp. 609-612
Author(s):  
Jill Adler ◽  
Yudong Yang ◽  
Hilda Borko ◽  
Konrad Krainer ◽  
Sitti Patahuddin
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Study Group ◽  
Secondary Mathematics Teachers

Conceptualizing Belief Structures of Preservice Secondary Mathematics Teachers

1998 ◽  
Vol 29 (3) ◽  
pp. 306-333 ◽  
Author(s):  
Thomas J. Cooney ◽  
Barry E. Shealy ◽  
Bridget Arvold
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Student Teaching ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Significant Others ◽  
Secondary Mathematics Teachers ◽  
Belief Structures ◽  
Teachers Beliefs

This is a study of the beliefs and belief structures of 4 preservice secondary mathematics teachers as they progressed through a 4-quarter sequence in mathematics education including student teaching. We considered the notions of centrally and peripherally held beliefs and whether beliefs were held dualistically or contextually. The various ways in which the teachers structured their beliefs helped account for the fact that some beliefs were permeable whereas others were not. The nature of the evidence supporting the teachers' beliefs was considered particularly as that evidence related to the voices of significant others or to what the individuals valued. A scheme for conceptualizing the professional development of preservice teachers is posited.

(Developing) Teacher Discourse Moves: A Framework for Professional Development

2013 ◽  
Vol 1 (2) ◽  
pp. 181-196 ◽  
Author(s):  
Beth A. Herbel-Eisenmann ◽  
Michael D. Steele ◽  
Michelle Cirillo
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Mathematics Classroom ◽  
Secondary Mathematics ◽  
Mathematical Language ◽  
Teacher Discourse ◽  
Theoretical Concepts ◽  
Secondary Mathematics Teachers

We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.

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