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ERIC Number: ED501128
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 17
Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers
Sparrow, Len; Frid, Sandra
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p237-244
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.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia