The Effects of the Professional Development Program Supported by On-the-job Visits on the Pedagogies of Mathematics Teachers
Recai Akkuş 1 * , Melisa Karakaya 1 2
More Detail
1 Bolu Abant Izzet Baysal University, TURKEY2 Development Workshop Cooperative, TURKEY* Corresponding Author

Abstract

Researchers have approached to teacher change in different ways: as a learner, as a teacher, and as a colleague. This study aims to analyze teachers’ pedagogical changes within the professionally collaborated training program supported with on-the-job visits in their teaching environments. Five elementary mathematics teachers were involved in the study which was organized as a longitudinal professional program aiming at teachers’ classroom practices. By analyzing teaching practices and interviews through Reformed Teaching Observation Protocol (RTOP), the results show that teachers had various characteristics in terms of enacting their pedagogical goals. The study concludes that sample classroom implementations and pedagogical discussions have impact on teachers’ beliefs about putting pedagogical goals into practice.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 3, Article No: em0608

https://doi.org/10.29333/iejme/8481

Publication date: 29 Aug 2020

Article Views: 2180

Article Downloads: 1376

Open Access References How to cite this article