NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1104425
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1941-5257
Professional Development Processes That Promote Teacher Change: The Case of a Video-Based Program Focused on Leveraging Students' Mathematical Errors
Santagata, Rossella; Bray, Wendy
Professional Development in Education, v42 n4 p547-568 2016
This study examined processes at the core of teacher professional development (PD) experiences that might positively impact teacher learning and more specifically teacher change. Four processes were considered in the context of a PD program focused on student mathematical errors: analysis of students' mathematical misconceptions as a lever for changing practice; review and discussion of images of existing and innovative teaching practices; video-enhanced reflection and detailing of new practices; and cycles of examination/implementation and feedback/revision. Participants were four US elementary school teachers, whose engagement in the PD program was studied through video observations and interviews. Findings revealed several positive shifts in teachers' interests and classroom practices. Challenges involved teacher content knowledge and counteracting cultural beliefs and practices on the role of errors in learning. The conclusions discuss implications for PD scale-up.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A