Designing a professional development program for mathematics teachers for effective use of technology in teaching

Getenet, Seyum Tekeher ORCID: https://orcid.org/0000-0001-8338-4326 (2020) Designing a professional development program for mathematics teachers for effective use of technology in teaching. Education and Information Technologies, 25 (3). pp. 1855-1873. ISSN 1360-2357


Abstract

The present study demonstrated the importance and procedures of learners and learning context analysis to design a context-driven professional development program to effectively use of technology in mathematics classrooms. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. The data were collected from 16 mathematics teacher educators through a questionnaire, interviews, classroom observations and focus group discussions. The data were analysed using descriptive statistics of quantitative data and theme grouping of the qualitative data. The study showed that analyses of the learning context and teacher educators’ context were essential to design a context-driven professional development program containing relevant examples, contents, and scenarios for teachers. The findings of this study can provide a more practical approach and a model that could be adopted for studies aimed at designing a context-driven professional development program and influencing practices.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 26 Nov 2019. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 27 Nov 2019 05:52
Last Modified: 30 Jun 2021 01:59
Uncontrolled Keywords: context analysis, mathematics teacher educators, professional development, teacher education, technology in teaching
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy
Identification Number or DOI: https://doi.org/10.1007/s10639-019-10056-8
URI: http://eprints.usq.edu.au/id/eprint/37405

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