Designing Professional Development: Beyond General Principles

Paper

Getenet, Seyum, Callingham, Rosemary and Beswick, Kim. 2014. "Designing Professional Development: Beyond General Principles." Anderson, Judy, Cavanagh, Michael and Prescott, Anne (ed.) 37nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA37). Sydney, Australia 29 Jun - 03 Jul 2014
Paper/Presentation Title

Designing Professional Development: Beyond General Principles

Presentation TypePaper
AuthorsGetenet, Seyum (Author), Callingham, Rosemary (Author) and Beswick, Kim (Author)
EditorsAnderson, Judy, Cavanagh, Michael and Prescott, Anne
Journal or Proceedings TitleProceedings of the 37nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA37)
ERA Conference ID50230
Year2014
Web Address (URL) of Paperhttps://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2014_MERGA_CP.aspx
Conference/Event37nd 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.

Keywordsprofessional development guidelines; teaching
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
390109. Mathematics and numeracy curriculum and pedagogy
Byline AffiliationsUniversity of Southern Queensland
University of Tasmania
University of New South Wales
Institution of OriginUniversity of Southern Queensland
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