The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

Martha Witterholt; Martin Goedhart; Cor Suhre; Anno van Streun

doi:10.1016/j.tate.2012.01.003

The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

Martha Witterholt^*, Martin Goedhart, Cor Suhre, Anno van Streun

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

29 Citations (Scopus)

Abstract

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils. (C) 2012 Elsevier Ltd. All rights reserved.

Original language	English
Pages (from-to)	661-674
Number of pages	14
Journal	Teaching and Teacher Education
Volume	28
Issue number	5
DOIs	https://doi.org/10.1016/j.tate.2012.01.003
Publication status	Published - Jul-2012

Keywords

Professional development
Practical knowledge
Teaching practice
Modelling teacher change
PRACTICAL KNOWLEDGE
SCIENCE
EDUCATION
DESIGN
REFORM

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AU - Suhre, Cor

AU - van Streun, Anno

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AB - In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils. (C) 2012 Elsevier Ltd. All rights reserved.

KW - Professional development

KW - Practical knowledge

KW - Teaching practice

KW - Modelling teacher change

KW - PRACTICAL KNOWLEDGE

KW - SCIENCE

KW - EDUCATION

KW - DESIGN

KW - REFORM

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

IS - 5

ER -

The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

Abstract

Keywords

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