Sustaining and scaling up research-informed professional development for mathematics teachers

Merrilyn Goos; Anne Bennison; Robin Proffitt-White

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Sustaining and scaling up research-informed professional development for mathematics teachers

Journal article

Open access

Peer reviewed

Sustaining and scaling up research-informed professional development for mathematics teachers

Merrilyn Goos, Anne Bennison and Robin Proffitt-White

Mathematics Teacher Education and Development, Vol.20(2), pp.133-150

2018

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Abstract

Curriculum and Pedagogy

Specialist Studies in Education

mathematics teacher professional development

sustainability

scaling up

Education research journals regularly report on small-scale studies that have been successful in changing mathematics teachers' classroom practices. But it is rare to find large-scale transfer of research knowledge into practice in mathematics education. This article reports on a research-informed, large-scale professional development project initiated by a state education system in Australia that now involves a large number of schools and teachers. The project developed a cluster model for bringing together primary and secondary school teachers to build their curriculum knowledge, confidence, and enthusiasm for teaching mathematics. The study aimed to identify factors that contribute to the sustainability and scaling up of this initiative. Drawing mainly on interviews with 61 participants - teachers, school curriculum leaders, principals, and regional education leaders - we identified factors related to professional development content, collective action, and leadership at the school and regional levels. The findings contribute to the literature on mathematics education reform and identify implications for supporting teachers and schools in this enterprise.

Details

Title: Sustaining and scaling up research-informed professional development for mathematics teachers
Authors: Merrilyn Goos (Author) - University of Queensland
Anne Bennison (Author) - University of Queensland
Robin Proffitt-White (Author) - Queensland Department of Education and Training
Publication details: Mathematics Teacher Education and Development, Vol.20(2), pp.133-150
Publisher: Mathematics Education Research Group of Australasia Inc.
Date published: 2018
ISSN: 1442-3901
Copyright note: Copyright © 2018 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy. Http://www.merga.net.au/node/41?volume=20&number=2
Organisation Unit: School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450629502621
Output Type: Journal article

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