scholarly journals South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Vimolan Mudaly ◽  
Deborah Moore-Russo
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
South African ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Education Programme ◽  
Free Response ◽  
Secondary School Mathematics ◽  
Important Concept ◽  
Teacher Professional

This study looked at how a group of South African secondary school mathematics teachers regarded the concept of gradient (slope). Results are reported from nine free-response items on a paper-and-pencil test administered to practising teachers who were pursuing qualifications to teach Grades 10–12 mathematics through an Advanced Certificate in Education (ACE) programme. The findings suggest that teachers’ understanding of gradient varies greatly. A number of teachers in the study demonstrated very little to no understanding of this important concept, whilst others demonstrated a strong understanding of gradient and were able to conceptualise it in many different ways. Implications for teacher professional development are considered.

THE TOTAL QUALITY MANAGEMENT ON TEACHER PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN GHARBIA GOVERNORATE OF EGYPT

2018 ◽  
Vol 05 (09) ◽  
pp. 01-14
Author(s):  
Shorouk Mohamed Farag Mohamed Aboudahr
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Teacher Professional Development ◽  
Pearson Correlation ◽  
Total Quality ◽  
School Teachers ◽  
Teacher Professional

The purpose of this study is to determine the total quality management on teacher professional development in secondary schools in Gharbia Governorate in Egypt. The study involved 66 respondents (47.4 % male & 52.6 % female) secondary school teachers’. The questionnaire consists of both Arabic language as well as English language. It consists of 28 items which includes Create Constancy of Purpose for Improvement (3 items), Adopt the New Philosophy (4 items), Improve constantly (4 items), Institute Training on The Job (9 items), Institute leadership (4 items) and Drive out Fear (4 items) subscales. This instrument was developed to assess the relationship between total quality management on teacher professional development in secondary schools. Data were analysed using frequency, percentage, independent t-test, ANOVA and Pearson Correlation test. The study found that no difference between gender and experiences on professional development. In additional, it was found that out of six dimension of Create Constancy of Purpose for Improvement, Adopt the New Philosophy, improve constantly, Institute Training on The Job, Institute leadership and Drive out Fear have positive relationship on teachers’ professional development. Finally, based on the finding of this study, I wish to suggest that for an improvement future researcher should carry out similar study not only in Gharbia state but also generally in Egypt. Besides, it recommended that should be encourage teachers of secondary school to attend training course and learn recent research and educational studies by providing financial and moral incentives. On the other hand, seminars could be held for high school teachers in order to improve their attitudes and perspectives towards professional development.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

scholarly journals Mentoring as professional development intervention for mathematics teachers: A South African perspective

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Benita Nel ◽  
Kakoma Luneta
Keyword(s):  
Professional Development ◽  
South African ◽  
Mathematics Teachers ◽  
Team Teaching ◽  
Classroom Observations ◽  
Instructional Needs ◽  
Teacher Professional ◽  
African Perspective ◽  
Teachers Professional Development ◽  
Mathematics Teacher Professional Development

Only a small percentage of mathematics teacher professional development activities in South Africa include pedagogy and instruction approaches required to teach the content. In the light of the poor mathematics results, it is of pertinent importance that teachers need to be developed in terms of the mathematics they teach and the pedagogical component of it. A teachers’ professional development programme that used mentoring as one of the interventions was investigated where the mentor conducted classroom observations and had post–observation conferences with the teachers. The data from the observations, post observation conferences and interviews of both the mentors and the mathematics teachers was used to inform the off-site workshops on mathematics content and the instructional skills required to effectively teach the content. Mentoring supported the teachers in terms of mathematics content and instruction, team teaching and lesson preparation. The teachers’ individual content and instructional needs were also assessed and supported. The study revealed that mentoring that takes cognisance of teachers’ content and instructional needs enhanced their lesson preparation and understanding of mathematics as well as the skills required to teach it effectively. The study recommends mentoring as an effective intervention in professional development programmes especially when it is informed by the teachers’ instructional and content needs.

scholarly journals Assessment of Professional Development by Teachers and Administrators: An examination of the literature in the context of one case study

2010 ◽  
Vol 45 (1) ◽  
pp. 81-92
Author(s):  
Marjorie J. Hinds ◽  
Marie Josée Berger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Secondary School Teachers ◽  
Literacy Program ◽  
School Teachers ◽  
Teacher Professional ◽  
Improving Student Achievement

The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they implement a literacy program targeted at improving student achievement.

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