Abstract
The impact of a diagnostic instrument for triggering professional learning about teaching for number fact fluency
2019 ATEA Conference, Professionalism and Teacher Education: Voices from policy and practice, p.35
Australian Teacher Education Association National Conference (Sunshine Coast, Australia, 03-Jul-2019–05-Jul-2019)
2019
Abstract
Teachers are expected to undertake, or be engaged in, continuous development of their knowledge for teaching; that is, ongoing professional learning. For many teachers, ongoing professional learning is a natural by-product of reflecting upon classroom practice. It can also be more focused through engagement in targeted professional learning activities. This paper reports on the latter, where teacher professional learning associated with the teaching, and students' learning, of number facts in Year 3 and 4 classrooms is the focus. An unanticipated outcome of this project was evidence that pointed to the impact of a diagnostic instrument upon teacher attitude, confidence, pedagogical knowledge and commitment to the teacher practices in the future. This is despite the teachers' initial reluctance to adopt the instrument designed specifically to measure students' fluency with number facts from a diagnostic perspective. A significantly high response to feeling well supported is presented within the analysis, and connections between the professional learning within a cluster and the nature of the instrument are discussed. The impact of this diagnostic instrument for triggering professional learning about teaching for number fact fluency is the focus of this paper. Implications are drawn in relation to the capacity of the data captured via this instrument to support targeted number fact instruction, and its impact on teachers' ongoing professional learning
Details
- Title
- The impact of a diagnostic instrument for triggering professional learning about teaching for number fact fluency
- Authors
- Catherine Thiele (Author) - University of the Sunshine CoastShelley Dole (Author) - University of the Sunshine Coast
- Publication details
- 2019 ATEA Conference, Professionalism and Teacher Education: Voices from policy and practice, p.35
- Conference details
- Australian Teacher Education Association National Conference (Sunshine Coast, Australia, 03-Jul-2019–05-Jul-2019)
- Publisher
- Australian Teacher Education Association
- Date published
- 2019
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451368802621
- Output Type
- Abstract
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