ERIC Number: EJ1061051
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 40
Tracing Professional Development to Practice: Connection Making and Content Knowledge in One Teacher's Experience
Orrill, Chandra Hawley; Kittleson, Julie M.
Journal of Mathematics Teacher Education, v18 n3 p273-297 Jun 2015
In this study, we examine one teacher's opportunities to develop a coherent understanding of proportional situations through connection making in professional development (PD) and the ways in which those experiences were evidenced in her own classroom practice teaching the same task from PD. Data from both settings were analyzed using a framework for connection making that highlighted the ways in which the teacher or facilitator promoted discussion, used representations, promoted multiple approaches, and scaffolded learning. Our findings suggest that this teacher treated pedagogy and mathematical content as separable, which led to problematic implementation of the types of teaching practices that PD was intended to foster. We provide suggestions for addressing this shortcoming in future professional development.
Descriptors: Faculty Development, Teacher Competencies, Scaffolding (Teaching Technique), Mathematics Instruction, Teaching Skills, Teaching Methods, Pedagogical Content Knowledge
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A