Section archive - Professional Development

We outline a theory of teacher change that links self-assessment to professional growth. We apply the change in mathematics teaching and report on an 8 grade mathematics teacher. The change contributed to excellence in teaching, assisting with clear standard of teaching, facilitating communication with teacher peers, and increasing the influence of external agents on teacher practice.

This article reports on the needs of novice mathematics teachers, and how to connect to an online mathematics community. Findings indicate the needs for alternative- teachers professional development and the values of professional communities.

The study involved identifying student behaviors leading to teachers' stress, and the types of teachers' behaviors which involve student behavior leading to student stress. Student teachers were tested utilizing a questionnaire and a survey. Results show student lack of effort in a class, and students coming in with lessons unprepared resulted in teachers stress. However, few significant correlations were obtained when student behavior and teacher behavior data were provided by different sources.

This article explores indicators of teachers' professional development, by studying their thinking and capabilities of classroom events. Comments of novice and expert teachers on videotaped lesson activities were analyzed, based primarily on grounded theory. Finding revealed that expert teachers are most sensitive to certain instructional events and to general teaching strategy used by model teachers than novice teachers.