Teachers’ Content Knowledge, Beliefs, and Practice after a Project-Based Professional Development Program with Ultrasound Scanning

2019 ◽  
Vol 31 (3) ◽  
pp. 311-334
Author(s):  
Christine Lotter ◽  
Nathan Carnes ◽  
Jeff C. Marshall ◽  
Richard Hoppmann ◽  
Daniel A. Kiernan ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Development Program ◽  
Professional Development Program ◽  
Ultrasound Scanning ◽  
Beliefs And Practice

scholarly journals The Effects of a Professional Development Program for Technology Integrated Algebra Teaching

2021 ◽  
Vol 3 (2) ◽  
pp. 1-21
Author(s):  
Evrim Erbilgin ◽  
Baki Şahin
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Development Program ◽  
Technological Pedagogical Content Knowledge ◽  
Lesson Plans ◽  
Professional Development Program ◽  
Pedagogical Content ◽  
Teaching Algebra

This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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