Supporting the Enactment of Standards-based Mathematics Pedagogies

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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Supporting the Enactment of Standards-Based Mathematics Pedagogies

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch031 ◽

2017 ◽

pp. 681-693

Author(s):

Drew Polly ◽

Christie S. Martin ◽

Chuang Wang ◽

Richard G. Lambert ◽

David Pugalee

Keyword(s):

Professional Development ◽

Elementary School ◽

Elementary School Teachers ◽

Mathematics Teaching ◽

Effective Teachers ◽

Development Projects ◽

Development Programs ◽

Stem Fields ◽

School Teachers ◽

Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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Supporting the Enactment of Standards-Based Mathematics Pedagogies

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch002 ◽

2016 ◽

pp. 22-33

Author(s):

Drew Polly ◽

Christie S. Martin ◽

Chuang Wang ◽

Richard G. Lambert ◽

David Pugalee

Keyword(s):

Professional Development ◽

Elementary School ◽

Elementary School Teachers ◽

Mathematics Teaching ◽

Effective Teachers ◽

Development Projects ◽

Development Programs ◽

Stem Fields ◽

School Teachers ◽

Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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Supporting the Enactment of Standards-based Mathematics Pedagogies

Innovative Professional Development Methods and Strategies for STEM Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9471-2.ch009 ◽

2016 ◽

pp. 137-148 ◽

Cited By ~ 1

Author(s):

Drew Polly ◽

Christie Martin ◽

Chuang Wang ◽

Richard G. Lambert ◽

David Pugalee

Keyword(s):

Professional Development ◽

Elementary School ◽

Elementary School Teachers ◽

Mathematics Teaching ◽

Effective Teachers ◽

Development Projects ◽

Development Programs ◽

Stem Fields ◽

School Teachers ◽

Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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Supporting Teachers' Use of Standards-Based Mathematics Pedagogies

Handbook of Research on Educator Preparation and Professional Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8583-1.ch020 ◽

2019 ◽

pp. 363-377

Author(s):

Drew Polly ◽

Christie Martin ◽

Chuang Wang ◽

Richard G. Lambert ◽

David Pugalee

Keyword(s):

Professional Development ◽

Elementary School Teachers ◽

Mathematics Teaching ◽

Empirical Studies ◽

Development Projects ◽

Development Programs ◽

Stem Fields ◽

Learner Centered ◽

Student Misconceptions ◽

Supporting Teachers

In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the construct of learner-centered professional development and describe the implementation of mathematics professional development projects designed to support elementary school teachers' mathematics teaching. They include a synthesis of findings from their professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

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The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers

European Journal of Teacher Education ◽

10.1080/02619768.2018.1471463 ◽

2018 ◽

Vol 41 (4) ◽

pp. 448-462 ◽

Cited By ~ 5

Author(s):

Ming-Yueh Hwang ◽

Jon-Chao Hong ◽

Yung-Wei Hao

Keyword(s):

Professional Development ◽

Elementary School ◽

Elementary School Teachers ◽

Development Programs ◽

School Teachers ◽

Professional Development Programs ◽

Progressive Beliefs

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Challenges with creating professional development workshops for Japanese elementary school teachers

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt38.6-1 ◽

2014 ◽

Vol 38 (6) ◽

pp. 3

Author(s):

Julia Christmas

Keyword(s):

Professional Development ◽

Elementary School ◽

Foreign Language ◽

Elementary School Teachers ◽

Communicative Competence ◽

Board Of Education ◽

English Speaker ◽

Development Programs ◽

School Teachers ◽

Learning Techniques

Since 2011, elementary school teachers (ESTs) in Japan have become responsible for “Foreign Language Activities” (Gaikokugo Katsudo) in their 5th and 6th grade classes. In addition to this, teachers of younger grades may also be expected to team teach with an assistant language teacher who is often a native English speaker. Many ESTs lack confidence in their ability to use English effectively in the classroom, are unsure of communicative learning techniques, and unpracticed in communicative competence instruction. This situation has arisen due to limits in their past training and present professional development programs. This paper offers a focus on these issues and some practical ways to deal with them through university/Board of Education co-coordinated consultations and workshops. 2011年から日本の小学校の教師は、高学年では外国語活動を指導し、低・中学年では英語を母国語とする外国人のアシスタントと一緒にティームティーチングという形で、外国語の授業を行うことになった。しかし文科省が提示した目標をもとに学習活動を行う際、授業中に英語をうまく使いこなせない多くの教師は、コミュニケイティブラーニング指導法（communicative learning techniques）がどんなものかはっきりわからず、実践されていない状態であった。これは、これまでの研修不足や専門性の高い教員育成プログラムに参加する機会が少ないために起こったものである。本論では上記の問題に焦点をあて、この問題にどう対処していくか、いくつかの実践法を大学と教育委員会の共同ワークショップを通じて提案したい。

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