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“The best ever”: mathematics teachers’ perceptions of quality professional learning

Citation

Beswick, K and Fraser, S and Crowley, S, 'The best ever': mathematics teachers' perceptions of quality professional learning, Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 17-22 July 2017, Singapore, pp. 169-176. ISBN 9789811137426 (2017) [Refereed Conference Paper]


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Abstract

This paper reports on the responses of 109 Australian mathematics teachers to an online questionnaire designed to identify their perceptions of the characteristics of quality professional learning (PL). They were asked to consider the best PL that they had ever undertaken, rate possible contributors to its quality on 5-point Likert type scales, select five features of quality PL that most contributed to the PL being the best they had experienced, and nominate any other factors that they believed contributed to it being the best ever. Teachers most valued PL that they considered to contribute to improved teaching and improved student learning. Nevertheless, the PL nominated was not necessarily characterised by all of the widely accepted features of effective PL. Implications for the conceptualisation of quality PL are discussed.

Item Details

Item Type:Refereed Conference Paper
Keywords:teacher perceptions; professional learning; mathematics; improved student learning
Research Division:Education
Research Group:Education systems
Research Field:Professional education and training
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Professional development and adult education
UTAS Author:Beswick, K (Professor Kim Beswick)
UTAS Author:Fraser, S (Professor Sharon Fraser)
UTAS Author:Crowley, S (Ms Suzanne Crowley)
ID Code:150005
Year Published:2017
Deposited By:Education
Deposited On:2022-05-10
Last Modified:2022-05-10
Downloads:0

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