Perceived Changes in Teachers' Knowledge and Practice: The Impact on Classroom Teachers from Leader Participation in Whole-School Reform of Mathematics Teaching and Learning

N

8

Elementary School Teachers; Administrator Role; Principals; Teaching Methods; Knowledge Level; Professional Development; Educational Change; Mathematics Instruction; Participation; Program Effectiveness; Mathematics Teachers; Foreign Countries; Catholic Schools

Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders' participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based professional learning that followed. The project and framework underpinning the reform are outlined, and the teachers' reported changes in pedagogical practices are described. Teachers identified many changes in pedagogy and growth in knowledge. Not surprisingly, changes in pedagogical practices were even greater for specialist mathematics teachers who had also participated in a separate six-day course.

As Provided

20

2017

ED589548