Mansour, N., Albalawi, A., Macleod, F. (2014) Mathematics Teachers’ views on CPD provision and its impact on their professional practice, Eurasia Journal of Mathematics, Science and Technology Education. 10(2), 69-82. (original) (raw)
Related papers
Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice
EURASIA Journal of Mathematics, Science and Technology Education, 2014
This study investigates CPD provision in Saudi Arabia by critically examining mathematics teachers' views on their experiences and their views on the impact of provision from a teacher-as-learner perspective. A questionnaire was administered to 605 teachers representing three educational administrations in Saudi Arabia (Mecca, Taif, and Majmah). The data was analyzed from a socio-cultural learning perspective with the intention of teasing out the assumptions about knowledge, learning and context that underpinned provision. There was tentative evidence that knowledge was typically conceptualized as a transferable commodity that could be imparted to teachers in ways that was intended to influence their professional practices and development. Yet, from the perspective of the majority of teachers, it failed to have a large impact on their practice beyond the immediate. Most teachers' descriptions of how they spent their CPD were deemed to be passive and subservient rather than active participation in knowledge creation or offering leadership to others. It was concluded that teacher learning is best facilitated through long term, practice-focused, community of practice-based provision and should encompass all activity in which a teacher feels they have learnt irrespective of whether it took place as part of their daily work or at a provided CPD event.
Journal of Baltic Science Education
This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia ...
This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of eff ective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD eff orts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fi ne tune training in order to assure the success of the CPD eff orts.
https://www.ijrrjournal.com/IJRR\_Vol.7\_Issue.7\_July2020/Abstract\_IJRR0041.html, 2020
Professional knowledge of mathematics teacher(s) is one of important elements to be considered in order to pursue new professionality of mathematics teachers. While previous studies conceptualized mathematics teacher(s)’s professional knowledge from both static and dynamic perspectives. However, it is also important to consider a collective perspective since as individual mathematics teacher’s knowledge is influenced by community’s knowledge which community created. Previously, the interaction between an individual teacher and community was pointed out in the practice of lesson study. Therefore, this research aimed to develop a conceptual framework for capturing mathematics teachers’ professional knowledge creation through lesson study. The Author reviewed literatures from the perspectives of professional community and situated learning, mathematics teachers’ professional knowledge, and mathematics teachers’ professional knowledge creation. Thereby, a conceptual framework for capturing mathematics teachers’ professional knowledge was developed. Professional knowledge creation was illustrated as one of the elements embedded within dynamic interaction of each component in an individual level and group level. Besides, interactions of different ontological levels can be created by lesson study which has SECI Model within. In order to clarify the process of mathematics teachers’ professional knowledge creation, further considerations was expected from the both theoretical and empirical perspectives.
This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of eff ective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD eff orts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fi ne tune training in order to assure the success of the CPD eff orts.
ICERI2013 Proceedings: 6th International Conference on Education, Research and Innovation., 2013
Background: South Africa is a developing country whose education system is experiencing a transformation constrained by a legacy of apartheid. The latest TIMSS results confirm the uneven distribution of achievement in mathematics and science. Chief among the problems is that there is a dearth of suitably qualified and experienced teachers to teach the subjects effectively. Moreover the many teachers are unfamiliar with learner-centred pedagogies espoused in the curriculum. Continuing teach professional development (CPD) in subject matter knowledge (SMK) and learner-centred pedagogical content knowledge (PCK) is acknowledged to be a viable solution. However, for it to be relevant, CPD must be constantly informed by teacher needs and perceptions of self-efficacy. Aims: This study sought to compile teachers’ reflections on the effectiveness or otherwise of their inservice training and to seek feedback on how regularly they perceived themselves to be applying learner-centred constructivist pedagogy in their mathematics and science classrooms. The research questions which guided the study included: What were the teachers’ perceptions about their CPD programme in relation to the relevance of the content to the curriculum and the pedagogical approaches? To what extent did the teachers perceive themselves to be applying learner-centred constructivist approaches in their classrooms at the commencement of the 3-year CPD programme? Methodology: Eighty-nine teachers attending a CPD programme in early 2013 were asked to complete reflection journals on a daily basis for the duration of a two-week contact session. The reflection journals, as a participant-observer record of thinking critically and analytically about one’s learning experiences constituted the qualitative data sources for this study. The same teachers completed a 5- point Likert scale Constructivist Learning Environments Survey (CLES) questionnaire to evaluate the frequency with which they perceived themselves to be implementing constructivist teaching and learning approaches in their science and mathematics classrooms. The CLES results constituted a quantitative data source making the study a mixed-methods approach. Results of the Study: Teacher reflections on the suitability of their in-service showed an awareness of the need for a paradigm shift in the way mathematics and science are taught. They appreciated the usefulness of the workshop in enriching their SMK and PCK and showed a willingness to change their teaching practices to emulate the learner-centred approaches modelled by CPD facilitators. Questionnaire results showed that teachers perceived their learners to be only moderately interested in learning mathematics and science (a mean of 3.47), to moderately experience their learning as personally relevant to their out-of-school life (mean of 3.61) but showing a rather lacklustre interest in taking responsibility for their own learning (a mean of 2.65). They further perceived themselves to be offering high levels of support to learners (a mean of 4.31). A recommendation emanating from this study is to extend the CLES survey to learners’ perspectives for a more complete picture. Keywords: continuing professional development, pedagogical content knowledge, subject matter knowledge, mathematics and science education, constructivist learning.
2015
This research aimed to investigate how Saudi mathematics trainee primary teachers respond to their students’ contributions and the reasons for their actions. Also, to outline the possible influence of teachers’ knowledge, both subject matter knowledge (SMK) and pedagogical content knowledge (PCK), on their handling of students’ contributions. To achieve these goals five participants were observed for eight lessons each and interviewed. The data from three out of the five participants formed three case studies of teachers with differences in terms of their SMK and PCK. Three lesson observations for each case plus the interviews were analysed. The Knowledge Quartet framework was used to analyse the data in order to highlight the knowledge of the trainees and to direct attention towards the incidents where the teachers responded to the students’ answers. The interactions in these incidents were also analysed by the (Initiation-Response-Feedback) IRF tool to classify the teachers’ respo...
American Educational Research Journal, 2019
This study examines the role of several key features of professional development (PD) in bringing about changes in teachers’ mathematical knowledge for teaching. Artifacts (e.g., PD tasks, materials, and agendas) of the PD activities completed by 542 teachers in 21 different Mathematics and Science Partnership programs were coded based on the core features of PD identified in earlier literature. Multilevel analyses examined whether the programs’ focus on specific components of teacher knowledge (e.g., knowledge of mathematics teaching) and specific strategies for implementing the PD content (e.g., examining students’ work and solving mathematics problems) were related to gains in teachers’ mathematical knowledge. The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning. Implications for research and teacher education are discussed.