Instructional Change after Participating in a Mathematics Professional Development Program: An Exploration of Impact

Karen Koellner, Nanette Seago, Jennifer Jacobs
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引用次数: 1

Abstract

Abstract This research study explored teachers’ self-reported uptake as well as observed instructional change after participating in a year-long professional development (PD) program focused on supporting the learning and teaching of transformations-based geometry. Analyses illuminate the degree and nature of the pedagogical shifts made by teachers who participated in this highly specified, videocase-based PD program. The treatment teachers’ lessons started out significantly lower on most aspects of their instructional quality relative to the control teachers’ lessons prior to the PD. However, the control teachers stayed the same or showed a decline in their instructional quality scores, whereas the treatment teachers made significant gains after the PD that brought them to the same level as the control teachers. The article concludes by considering how engagement with intentionally designed videocases during the PD may have contributed to the teachers' improvement in targeted dimensions of instructional quality.
参与数学专业发展计划后的教学变化:影响的探索
摘要本研究探讨了教师在参加为期一年的专业发展(PD)项目后的自我报告吸收情况以及观察到的教学变化,该项目的重点是支持基于变换的几何的学习和教学。分析阐明了参与这个高度具体的、基于视频案例的PD项目的教师所做的教学转变的程度和性质。治疗组教师的课程开始时在教学质量的大多数方面明显低于对照组教师在PD之前的课程。然而,对照组教师的教学质量得分保持不变或有所下降,而治疗组教师在PD后取得了显著的进步,使他们达到了与对照组教师相同的水平。文章的最后考虑了在PD期间有意设计的视频案例的参与如何有助于教师在教学质量的目标维度上的提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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