Search results for: Teachers’ learning
Page 4/6 56 items
Connecting Changes in Secondary Mathematics Teachers’ Knowledge to their Experiences in a Professional Development Workshop
This article explores changes in teachers’ knowledge of the cognitive demands of mathematical tasks following their participation in the ESP ‘‘Improving Practice’’ workshop throughout the 2004–2005 school year. The article also examines how those changes connect back to teachers’ experiences in the workshop. The findings reveal that at the end of the ‘‘Improving Practice’’ workshop, ESP teachers significantly increased their knowledge of the cognitive demands of mathematical tasks and had significantly higher knowledge than teachers in the contrast group. The author concludes that the strong connections between changes in teachers’ knowledge and their experiences in the workshop provide indications that learning occurred during the workshop, and this learning may have influenced subsequent changes in teachers’ classroom practices.
Updated: Apr. 06, 2014
This article outlines how lesson study can inform the use of teaching standards to shift the focus to centre on learning rather than teaching to richly inform national and international views on the use of teaching standards.
Updated: Mar. 24, 2013
This paper focuses on teachers’ learning in a research and development (R&D) work project. The purpose of this article is to show what teachers can learn and how they can learn during such a project. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions.
Updated: Oct. 29, 2012
This article reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. However, the participants reported difficulties in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning.
Updated: Sep. 24, 2012
In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Updated: Jul. 30, 2012
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.
Updated: Jul. 18, 2012
Teachers Attending to Students’ Mathematical Reasoning: lessons from an After-School Research Program
The purpose of this article is to provide evidence that teachers’ observations of students’ mathematical activity in research project on students’ development of mathematical ideas can provide rich opportunities for teachers to learn about students’ mathematical reasoning. Nine mathematics teachers and 24 sixth-grade students participated in the IML project, which took place in a middle school, located in an urban, low-income, and minority community in the United States. The results of this study suggest that teachers’ observations of students’ mathematical activity in IML-type settings might help teachers develop an understanding of mathematics that is effective for teaching.
Updated: Jun. 12, 2012
Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Updated: Apr. 24, 2012
In this paper, the authors adopt a complexity theory framework to review the literature on teachers’ professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices. The authors conclude that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
Updated: Apr. 24, 2012
Creating and Facilitating A Teacher Education Curriculum Using Preservice Teachers’ Autobiographical Stories
In this article, the author examines preservice teachers’ autobiographical stories in a literacy methods course as a curriculum for teacher education. The teacher educator’s key role is examined in facilitating a public context of vulnerability.
Updated: Feb. 08, 2012