Designing Professional Development: Beyond General Principles
Paper
Paper/Presentation Title | Designing Professional Development: Beyond General Principles |
---|---|
Presentation Type | Paper |
Authors | Getenet, Seyum (Author), Callingham, Rosemary (Author) and Beswick, Kim (Author) |
Editors | Anderson, Judy, Cavanagh, Michael and Prescott, Anne |
Journal or Proceedings Title | Proceedings of the 37nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA37) |
ERA Conference ID | 50230 |
Year | 2014 |
Web Address (URL) of Paper | https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2014_MERGA_CP.aspx |
Conference/Event | 37nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA37) |
Annual conference of the Mathematics Education Research Group of Australasia | |
Event Details | 37nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA37) Parent Annual conference of the Mathematics Education Research Group of Australasia Delivery In person Event Date 29 Jun 2014 to end of 03 Jul 2014 Event Location Sydney, Australia |
Event Details | Annual conference of the Mathematics Education Research Group of Australasia MERGA Mathematics Education Research Group of Australasia Conference (MERGA) |
Abstract | This study describes the importance of context analysis in designing professional development guidelines to support Ethiopian mathematics teacher educators to integrate technology in their teaching. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. Sixteen mathematics teacher educators completed a questionnaire as part of a larger study. The data were analysed using descriptive statistics and theme grouping of the qualitative data. The study showed that analysis of the learning context and teacher educators' context are found to be important to suggest relevant professional development guidelines. |
Keywords | professional development guidelines; teaching |
ANZSRC Field of Research 2020 | 390113. Science, technology and engineering curriculum and pedagogy |
390109. Mathematics and numeracy curriculum and pedagogy | |
Byline Affiliations | University of Southern Queensland |
University of Tasmania | |
University of New South Wales | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q71z1/designing-professional-development-beyond-general-principles
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