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An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers

An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers

Ardyth Foster, Joshua Lambert, Jackie HeeYoung Kim
ISBN13: 9781522508922|ISBN10: 1522508929|EISBN13: 9781522508939
DOI: 10.4018/978-1-5225-0892-2.ch010
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MLA

Foster, Ardyth, et al. "An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers." Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, edited by Jared Keengwe and Grace Onchwari, IGI Global, 2017, pp. 181-205. https://doi.org/10.4018/978-1-5225-0892-2.ch010

APA

Foster, A., Lambert, J., & Kim, J. H. (2017). An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development (pp. 181-205). IGI Global. https://doi.org/10.4018/978-1-5225-0892-2.ch010

Chicago

Foster, Ardyth, Joshua Lambert, and Jackie HeeYoung Kim. "An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, edited by Jared Keengwe and Grace Onchwari, 181-205. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0892-2.ch010

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Abstract

In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.

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