Professional Conversations and Professional Growth |
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| Authors: | Murray S Britt Kathryn C Irwin Garth Ritchie |
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| Institution: | (1) Centre for Mathematics Education, Auckland College of Education, Private Bag 92601, Symonds St., Auckland, New Zealand;(2) School of Education, University of Auckland, Private Bag 92019, Auckland, New Zealand;(3) School of Education, University of Waikato, Private Bag 3105, Hamilton, New Zealand |
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| Abstract: | A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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