Reaping the Rewards of Professional Development: Evidence from Mathematics Teachers’ Pedagogical Practices

Maboya, Mantlhake J.; Jita, Loyiso C.; Chimbi, Godsend T.

doi:10.29333/iji.2022.15150a

Cited by 4 publications

(6 citation statements)

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“…The results of the study detailing professional development showed a good effect on PCK. For instance, professional development programs (Ekmekci et al, 2019;Hidayat & Setyawan, 2020;Maboya et al, 2022;Sarkim, 2020), content-focused professional development (Richter et al, 2021), model/ professional training/ teacher training/ collaboration programs (Gambini & Lenart, 2021;Jeschke et al, 2021;Kurt-Birel et al, 2020;Manderfeld & Siller, 2019;Saputra et al, 2019;Sunzuma & Maharaj, 2019;Tang, 2018;Yildiz & Akyuz, 2019;Yilmaz & Demir, 2021), seminar/ workshops/ in-service training (Ansah et al, 2020;Chang et al, 2020;Kurt-Birel et al, 2020;Moh' d et al, 2021), educational course/ pedagogy course (Lau, 2019;Lee et al, 2018), school based continuous professional development/ on-site professional training (lesson study) (Helmbold et al, 2021;Mhakure, 2019), structured interventions/ professional learning workshops (Hilton & Hilton, 2018), regular meetings (Taylan et al, 2022), microteaching course/ microteaching/ teaching practicums (Setyaningrum et al, 2018) and a two-week summer institute (Schoen et al, 2019) were implemented to enhance mathematics teachers' PCK level effectively. Notably, terms such as model, professional training, teacher training and collaboration program were frequently used to represent professional development in most of the studies.…”

Section: Professional Developmentmentioning

confidence: 99%

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

2023

pegegog

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Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and Meta-Analyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

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Section: Professional Developmentmentioning

confidence: 99%

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

2023

pegegog

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“…As part of its efforts to enhance teacher quality, the government of Ghana has put in place a number of measures to guarantee that instructors possess the appropriate set of pedagogical abilities in addition to their subject-matter expertise [19]. Because the teacher is the single most crucial factor in determining what a student should know, the emphasis has been placed on teacher quality.…”

Section: Introductionmentioning

confidence: 99%

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

Vivian Maanu,

Francis Ohene Boateng,

Ebenezer Appiagyei

et al. 2024

J.Math.Instr.Soc.Res.Opin.

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The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

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“…Taking into account the particular context of each school is very important, this would make professional development more relevant to the daily work of teachers; in addition, the relevance of the contents; professional development in schools has other advantages such as increased collaboration between teachers, initiation or reinforcement of collective Página 28 Revista de Investigación Científica y Tecnológica Alpha Centauri reflection on teaching practice, and school improvement (Cho et al, 2021);this way of determining the content of teacher development programs is not to squander the resources allocated, as some previous studies have stated (Maboya et al, 2022); On the contrary, it is essential to plan professional development programs according to the specific needs of the teacher, prioritizing follow-up and advice to the detriment of training actions focused on instrumental and pedagogical elements (Dos Santos et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Desarrollo Profesional Docente en Escuelas Públicas de Lima Metropolitana, Perú

Saldarriaga Ccoricasa,

Ledesma Cuadros

2023

Alpha Centauri

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Improving the quality of education is a constant concern; therefore, among many factors, it is inevitable to consider teachers' professional development as an essential element to meet the demands of society. The purpose of this study was to determine the differences in the factors associated with teachers' professional development in public school teachers in Metropolitan Lima, Peru, according to their academic degree, sex and level of education. The research approach was quantitative, non-experimental design, descriptive type, comparative level. The instrument used was the Teacher Professional Development Questionnaire (Porras, 2020), obtained through a Google form; the sample consisted of 384 public school teachers. The findings show that there are no significant differences in teachers' professional development according to sex; however, there are significant statistical differences in teachers' professional development according to work status; according to the level where they work and according to academic degree. It is concluded that there are no significant differences in the professional development of teachers according to sex; however, there are significant differences in terms of work status, level of employment and academic degree, with professional development being an opportunity for learning and continuous improvement of teaching practice.

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Reaping the Rewards of Professional Development: Evidence from Mathematics Teachers’ Pedagogical Practices

Cited by 4 publications

References 0 publications

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

Desarrollo Profesional Docente en Escuelas Públicas de Lima Metropolitana, Perú

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