Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

N

8

Preservice Teacher Education; Mathematics Teachers; Beginning Teachers; Professional Development; Teaching Methods; Primary Education; Mathematics Education; Models; Interviews; Data Analysis; Observation; Case Studies; Teacher Attitudes; Educational Change; Foreign Countries; Graduate Students

This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations, reflective journals and group meetings. Initially, the challenges of classroom realities led the beginning teacher of this case study to discard the "theoretical", "modern", learner-focused ideas for mathematics teaching she had learned about in pre-service teacher education. Through the support of the empowerment professional development model she began to develop ways to navigate between theory and the realities of classroom practice. (Contains 1 figure.) [For complete proceedings, see ED500860.]

Author

17

2008

ED501128