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This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum.Inter
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Understanding how context impacts teacher learning: Three PDs and three sites.
The study presented here utilized a cross case comparison of three different professional development programs to examine the contextual factors associated with uptake related to what teachers learned related to content, pedagogy and the resources used in their professional development (PD) workshops. From a theoretical perspective this study draws on a situative perspective to guide our analyses on how uptake across different PD projects located in different geographical contexts impacted teacher learning. Findings indicate that teachers’ perceptions of learning may be associated with explicit goals and intentions of the PD program and the relevance to their everyday work in mathematics classrooms. Differences were found to be related to where they fell on the adaptive-specified continuum.
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- Award ID(s):
- 2106101
- PAR ID:
- 10419640
- Editor(s):
- M. Inprasita, N. Changsri
- Date Published:
- Journal Name:
- Proceedings of the 42nd Annual Psychology of Mathematics Education North America.
- Volume:
- 3
- Issue:
- 42
- Page Range / eLocation ID:
- 112-117
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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