Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps

2021 ◽  
pp. 1-16
Author(s):  
Mona Sakr ◽  
Sara Bonetti
Keyword(s):  
Professional Development ◽  
Survey Data ◽  
Continuing Professional Development ◽  
Early Years

scholarly journals Mathematical Modeling and teachers’ formation: a discussion on mathematical knowledge for teaching

2019 ◽  
Vol 16 (21) ◽  
pp. 5-17
Author(s):  
Rogério Marques Ribeiro ◽  
Arthur Belford Powell
Keyword(s):  
Mathematical Modeling ◽  
Professional Development ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Continuing Professional Development ◽  
Early Years ◽  
Public Education System ◽  
Knowledge For Teaching ◽  
Video Recordings ◽  
School Based

This study discusses the utilization of Mathematical Modeling for the continuing professional development of Mathematics teachers in the early years of primary school based on studies and investigations by Ball and her collaborators, in which they broached mathematical knowledge for teaching. We started to study such approach during an extension course developed with seven teachers from the São Paulo public education system. For data collection, we applied the triangulation of methods, which is characterized by the use of different instruments, like the use of quizzes, interviews and audio and video recordings of our meetings. Through the analyses of the collected data, we observed that the utilization of Mathematical Modeling as a learning environment provided us with a highly favorable scenario, so that we were able to foment the necessary discussions in order to study the knowledge harnessed by teachers throughout their continuing professional development and discuss the necessary mathematical knowledge for teaching.

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