Designing Professional Development: Beyond General Principles

Getenet, Seyum ORCID: https://orcid.org/0000-0001-8338-4326 and Callingham, Rosemary and Beswick, Kim (2014) Designing Professional Development: Beyond General Principles. In: 37nd Annual Conference of the Mathematics Education Research Group of Australasia: Curriculum in Focus (MERGA37), 29 Jun - 3 Jul 2014, Sydney, Australia.


Abstract

This study describes the importance of context analysis in designing professional development guidelines to support Ethiopian mathematics teacher educators to integrate technology in their teaching. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. Sixteen mathematics teacher educators completed a questionnaire as part of a larger study. The data were analysed using descriptive statistics and theme grouping of the qualitative data. The study showed that analysis of the learning context and teacher educators' context are found to be important to suggest relevant professional development guidelines.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019)
Date Deposited: 30 Mar 2022 04:47
Last Modified: 30 Mar 2022 04:47
Uncontrolled Keywords: professional development guidelines; teaching
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy
39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
URI: http://eprints.usq.edu.au/id/eprint/47310

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