A marriage of continuance: professional development for mathematics lecturers

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

doi:10.1007/s13394-014-0134-7

Cited by 22 publications

(7 citation statements)

References 29 publications

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“…The last group of research reports reviewed in this section are examples of studies that are either seeking to establish new theoretical perspectives in undergraduate mathematics teaching, or are derived from existing perspectives in other domains. Barton, Oates, Paterson, and Thomas (2014) summarised the work in a successful professional development project based on Schoenfeld's resources, orientations, and goals framework. Two papers from this study examined individual lecturers' practices.…”

Section: Professional Learning Beliefs and Practices Theoretical Perspectivesmentioning

confidence: 99%

Tertiary Mathematics Education

Coupland

Dunn

Galligan

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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Mathematical and statistical education research relevant to students in tertiary settings is reviewed. This is an expanding field and is evolving as researchers shift their attention from the reporting of innovations in lecturing practice and course design to include a deeper consideration of the experiences of educators and learners in this space. The purposeful inclusion of group work and discussion, focus on concepts, authentic problem solving, interactions in lectures with student response systems and online learning are all changing the way mathematics and statistics are taught at this level. The authors note that traditional measures of achievement in the form of exam marks are still relied upon, and call for theory-based and theory-building research including investigations of depth of understanding, and of transfer of knowledge and skills to new situations. An emphasis on the learner's experience and the employment of cross-disciplinary teams of researchers are further suggestions.

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Section: Professional Learning Beliefs and Practices Theoretical Perspectivesmentioning

confidence: 99%

Tertiary Mathematics Education

Coupland

Dunn

Galligan

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

Self Cite

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“…The opportunity to share enabled them to reflect more deeply on their teaching and improve their instruction. In a similar study from Australia, lecturers, equivalent to instructors in the United States, videotaped themselves teaching and then reflected as a group on the videos (Barton, Oates, Paterson, & Thomas, 2015). The group's dialogue contributed to their improved teaching.…”

Section: Professional Development For Non-tenure Track Facultymentioning

confidence: 99%

Developing a Faculty Learning Community for Non-Tenure Track Professors

Bond¹

2015

IJHE

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Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty learning community (FLC) for its non-tenure track professors. Data were collected during an academic year from interviews with the participants, evaluations completed by the participants after the meetings, and the facilitators' curricular materials. The participants learned useful instructional strategies and felt more connected to their colleagues, more supported by the university, and more confident in their teaching. The findings suggest that FLCs are a viable method of professional development for non-tenure track faculty.

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“…Introduced by an Italian research team, it focuses on new didactical and methodological practices (e.g., mathematics laboratory, problem solving, class discussions, reflective analysis of classroom processes) (Aldon, Arzarello, Cusi, Garuti, Martignone, Robutti, Sabena, and Soury-Lavergne 2013; Arzarello, Robutti, Sabena, Cusi, Garuti, Malara, and Martignone 2014; Clark-Wilson, Aldon, Cusi, Goos, Haspekian, Robutti, and Thomas 2014). The associated research has been on communities of in-service teachers involved in professional development programmes with researchers.…”

mentioning

confidence: 99%