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ERIC Number: EJ836493
Record Type: Journal
Publication Date: 2007
Pages: 25
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1442-3901
Designing Professional Development to Support Teachers' Learning in Complex Environments
Goos, Merrilyn; Dole, Shelley; Makar, Katie
Mathematics Teacher Education and Development, v8 p23-47 spec iss 2007
The new Queensland "Mathematics Years 1-10 Syllabus" differs from previous syllabuses in that it has an outcomes structure that describes how students think, reason, and work mathematically. The main challenge for secondary teachers implementing the new syllabus lies in taking a more investigative approach to "working mathematically". This paper reports on a professional development project that supported a group of secondary mathematics teachers in planning and implementing mathematical investigations, consistent with the intent of the Queensland syllabus. The project was guided by a professional development model that applies Valsiner's zone theory to teachers' learning in complex environments. Participants were four pairs of mathematics teachers from four secondary schools in or near a Queensland regional city. Over five months the research team made three visits of two days each to work with the group of teachers. Follow up interviews were conducted nine months after the project's conclusion to investigate issues concerning sustainability. Implementation of the professional development model is illustrated by two case studies demonstrating different configurations of personal and contextual factors that supported or hindered teachers' learning. The outcomes of the project have implications for building a professional culture in schools, developing teacher leadership capacity, planning for sustainability, and scaling up. (Contains 4 tables and 2 figures.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia