Abstract
This paper reports on aspects of a case study of sustained professional development to improve teacher and student engagement with mathematics. Teachers from Grades 3 to 6 in one Western Sydney primary school were involved with a professional development program over the course of 18 months. Prior to this, the teachers limited opportunities to engage with any mathematics-related professional development. The professional development program resulted in improved teacher engagement and the development of a community of practice within the school. Findings from the study align with recommendations from literature that teachers must be provided with opportunities for continuing professional development that is self-nominated and focused on individual needs as well as group needs.
Original language | English |
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Pages (from-to) | 3-18 |
Number of pages | 16 |
Journal | Southeast Asian Mathematics Education Journal |
Volume | 7 |
Issue number | 1 |
Publication status | Published - 2017 |
Keywords
- mathematics
- engagement (philosophy)
- career development