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What teachers want: Identifying mathematics teachers' professional learning needs
Citation
Beswick, K, What teachers want: Identifying mathematics teachers' professional learning needs, The Mathematics Enthusiast, 11, (1) pp. 83-108. ISSN 1551-3440 (2014) [Refereed Article]
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Copyright Statement
Copyright 2014 the authors
Official URL: http://www.infoagepub.com/index.php?id=43
Abstract
This paper reports on three differing approaches to ascertaining the professional
learning (PL) needs of teachers of mathematics that were used in three PL projects. In each
case the approach used was constrained to some extent by the project brief, practical
considerations, and stakeholders’ preferences and abilities to contribute to determining the
most useful focus of the PL. Nevertheless, there were consistent efforts to heed the advice in
the literature about effective PL focussing on teachers’ needs in their particular contexts. The
results of each approach are described and lessons about effective ways to identify
mathematics teachers’ PL needs, and reasons for which teachers might be unwilling or
unable to articulate their needs, are drawn from an overall analysis of the findings in
relation to relevant literature on effective PL and teacher belief change
Item Details
Item Type: | Refereed Article |
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Keywords: | professional learning, teacher beliefs, teacher change, mathematics teacher professional development |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Teacher education and professional development of educators |
Objective Division: | Education and Training |
Objective Group: | Other education and training |
Objective Field: | Other education and training not elsewhere classified |
UTAS Author: | Beswick, K (Professor Kim Beswick) |
ID Code: | 89734 |
Year Published: | 2014 |
Funding Support: | Australian Research Council (LP0560543) |
Deposited By: | Education |
Deposited On: | 2014-03-13 |
Last Modified: | 2015-04-09 |
Downloads: | 0 |
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