A Successful Professional Development Model in Mathematics: A System-Wide New Zealand Case  

Oleh:

Higgins, Joanna ; Parsons, Ro

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 60 no. 03 (May 2009), page 231-242.
Topik: professional development; mathematics education; reform; elementary
Fulltext: A Successful Professional Development Model in Mathematics.pdf (171.43KB)

Isi artikel

The design and implementation of the professional development model of the New Zealand Numeracy Development Project has been successful in improving teacher knowledge and practice as well as raising student outcomes. Since 2000, more than 25,000 teachers in English-medium settings have participated in the project. In New Zealand the terms English-medium and Maori-medium are used to distinguish the language of instruction. settings have participated in the project. A content analysis across a large data set from evaluations conducted during the first four years of the project, identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview; and the strategy teaching model. The article argues that the power of the professional development model lies in the integration of the three pedagogical tools ensuring that professional learning focuses on the core ideas of the project within the context of the teacher's classroom. This focus has enabled teachers to deepen their professional knowledge, change their instructional practice and improve their responsiveness to students' diverse learning needs.

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