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The Impact of a Professional Development Programme on the Practices and Beliefs of Numeracy Teachers
Peer reviewed
Direct linkSwan, Malcolm; Swain, Jon – Journal of Further and Higher Education, 2010
This article describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. Teachers analysed research-based principles for teaching, and engaged in a design-research process by testing and refining teaching activities to embody these principles. Data from…
Descriptors: Numeracy, Professional Development, Educational Practices, Beliefs
