Elementary Teacher Perceptions of Math Professional Development on Mathematics Instruction
The purpose of this heuristic case study was to describe the professional development experiences of kindergarten to fifth grades teachers that participated on a mathematics action research team and represented five different elementary schools in a large suburban school district. The central question for this study was: How do teachers, who participate on a mathematics action research team, perceive their experiences with professional development? Data collection included personal narratives in the form of journal entries, individual teacher interviews, and a theoretical focus group interview. Teachers gained confidence and motivation as they witnessed their students develop confidence in themselves as mathematicians. Collaboration with other teachers was a critical element in the process of teachers transforming their instructional practices. Implications for leadership suggest that relevance of professional development is the foundation for supporting teachers in transforming their instructional practices.
Table of Contents
Introduction -- Literature review -- Methodology -- Findings -- Conclusions and recommendations -- Appendix A. Consent Form School District Approval -- Appendix B. Principal Participant Recruitment Form -- Appendix C. Teacher Recruitment Letter -- Appendix D. Teacher Participation Consent Form -- Appendix E. Teacher Journal Response Questions -- Appendix F. Teacher Interview Protocol -- Appendix G. Focus Group Protocol