Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training

2019 ◽  
pp. 434-439
Author(s):  
Niamh O´Meara ◽  
Fiona Faulkner
Keyword(s):  
Professional Development ◽  
Conceptual Understanding ◽  
Teaching Practices ◽  
Mathematics Curriculum ◽  
Primary Teachers ◽  
Teaching Approaches ◽  
Pedagogical Training ◽  
Part Time ◽  
Mathematics For Teaching ◽  
The Impact

The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.

An Integrated STEM Professional Development Initiative for Connecting Environmental Education Across Middle and Secondary Mathematics

2021 ◽  
pp. 137-170
Author(s):  
Kimberly Gardner ◽  
Roneisha W. Worthy ◽  
David Glassmeyer
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Teaching Practices ◽  
Secondary Mathematics ◽  
Qualitative Inquiry ◽  
Teaching Approaches ◽  
Integrated Science ◽  
Integrated Stem ◽  
Education Model ◽  
And Mathematics

This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.

scholarly journals Continuous Professional Development: A Source of Appropriate Learning Activities for Students

2019 ◽  
Vol IV (III) ◽  
pp. 466-473
Author(s):  
Muhammad Ali Shaikh ◽  
Stephen John ◽  
Kamal Haider
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Research Study ◽  
Continuous Professional Development ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Classroom Teaching ◽  
Teachers Training ◽  
The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

scholarly journals The interactive whiteboard: A transitional technology supporting diverse teaching practices

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Arthur Winzenried ◽  
Barney Dalgarno ◽  
Jacqueline Tinkler
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Interactive Whiteboards ◽  
Teacher Perspectives ◽  
Classroom Teaching ◽  
Software Training ◽  
The Impact ◽  
Pedagogical Changes

<span>This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.</span>

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