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Full-Text Articles in Education
Teachers’ Perceptions Of Professional Development: A Narrative Inquiry Examining Insights From Middle School Teachers, Julie Hatling
Teachers’ Perceptions Of Professional Development: A Narrative Inquiry Examining Insights From Middle School Teachers, Julie Hatling
Dissertations and Theses
Throughout their careers, teachers seek professional growth opportunities to continually improve their craft. This quest has resulted in various learning experiences for teachers that have impacted their practice in differing ways. Bayar (2014) writes that schools traditionally provide training for teachers, professional development (PD), to help in-service teachers grow as professionals. To gain further insight into the topic of teacher PD, this narrative inquiry sought to obtain a better understanding of PD based on teachers’ perceptions of their past PD experiences and how those experiences impacted their professional practice. This study was guided by a central question and sub-questions. The …
The Impact Of Math Teachers’ Circles On Teacher Dispositions Toward Inquiry-Based Learning: A Comparison Between A Three-Day And A One-Day Summer Workshop, Angela Antonou, Rita M. Patel, Amanda Harsy
The Impact Of Math Teachers’ Circles On Teacher Dispositions Toward Inquiry-Based Learning: A Comparison Between A Three-Day And A One-Day Summer Workshop, Angela Antonou, Rita M. Patel, Amanda Harsy
Journal of Math Circles
High-quality professional development for K-12 teachers is a critical need for both teachers and their students. For teachers to provide more engaging and powerful learning opportunities for their students, researchers suggest that we provide similar opportunities for teachers. That is, professional development should model high-impact instructional strategies. Math Teachers' Circles provide one such model for this type of training. In this paper, we discuss the impact on participants of a one-day and participants of a three-day Math Teachers' Circle workshop. In particular, we compare how teacher dispositions regarding the teaching of mathematics and inquiry-based learning changed between the workshops.