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Lecturing staff in the Department of Mathematics at the University of Auckland have been involved in a longitudinal project to develop a model for professional development, theoretically grounded in Schoenfeld’s resources, orientations, and goals (ROG) model of teacher action. A group of 6-8 lecturers have been meeting regularly since 2010 to discuss and analyse video excerpts of their lecturing, along with written pre- and post-lecture statements of their "ROGs". Along with the expected evidence of improved teaching performance, we also identified key aspects of our practice and tertiary mathematics that received repeated attention. giving further theoretical insight into lecturer behaviour in mathematics. The successful trial has since expanded into further groups that now constitute a professional development culture within our department. This paper considers the elements of the project that are considered essential to its ongoing success, and highlights the project’s implications for ongoing professional development in undergraduate mathematics.

Item Type:	Keynote Presentation
Keywords:	Professional Development, Undergraduate Mathematics
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Oates, G (Associate Professor Greg Oates)
ID Code:	113727
Year Published:	2016
Deposited By:	Education
Deposited On:	2017-01-17
Last Modified:	2017-03-28
Downloads:	0