Professional Development and Teacher Change

This article sets out a professional development programme for primary school mathematics teachers. Clark and Hollingsworth’s model of teacher change provided the theoretical framework necessary to understand teacher change. A design study allowed for increased programme flexibility and participator involvement. Five volunteer primary school teachers teaching at South African state schools were involved in the programme for a period of one year and their pedagogy, use of mathematical content and context developed during the programme. Twenty lessons were observed over the year-long period. An observation rubric that specifically focused on mathematical pedagogy, use of context and mathematical content scale guided the researcher to gauge global changing teacher practices. Teacher growth was evident through their professional experimentation and changes in their personal domain. The design features emanating from the study are that teachers be given opportunities to experience reform tasks (e.g. model-eliciting tasks) in the role of learners themselves and teachers should be encouraged to use contextual problems to initiate concept development. More mathematical detail in lesson planning is also necessary. Furthermore, teachers need appropriately designed resource materials to teach in new ways. It is recommended that professional development includes teachers engaging collaboratively in solving rich tasks. This study adds to the growing body of knowledge regarding teacher development programmes that focus on how teachers change their own classroom practices.

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Teacher change and “high-stakes” assessment: what happens to professional development?

Teaching and Teacher Education ◽

10.1016/j.tate.2004.06.001 ◽

2004 ◽

Vol 20 (6) ◽

pp. 545-557 ◽

Cited By ~ 34

Author(s):

Alison Gould Boardman ◽

Althea L Woodruff

Keyword(s):

Professional Development ◽

Teacher Change ◽

High Stakes ◽

High Stakes Assessment

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Pathways that Converge in Teacher Professional Development: Are they present in Spain?

Psychology Society & Education ◽

10.25115/psye.v7i3.525 ◽

2015 ◽

Vol 7 (3) ◽

pp. 327 ◽

Cited By ~ 3

Author(s):

Elena MARTÍN

Keyword(s):

Professional Development ◽

Communities Of Practice ◽

Teacher Professional Development ◽

Teacher Change ◽

Quality Of Education ◽

School Based ◽

Teacher Professional ◽

Points Of View ◽

Spanish Education

ABSTRACT: The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students’ voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.

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