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Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training.

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Title: Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training.
Authors: O'Meara, Niamh1 niamh.omeara@ul.ie, Faulkner, Fiona2
Source: Irish Educational Studies. Jun2022, Vol. 41 Issue 2, p389-408. 20p.
Subject Terms: *Mathematics teachers, *Teacher development, *Mathematics education, *Teacher training, *Mathematics students
Abstract: Research shows that teachers influence students' attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and evaluates the impact of one component of a continuous professional development (CPD) programme on teachers' self-efficacy and self-reported teaching styles. As part of this CPD programme, teachers engaged in a series of subject-specific pedagogy workshops and while classroom observations were not feasible they did complete pre- and post-workshop questionnaires to determine the impact that these workshops had on their mathematics teaching efficacy and their reported approach to teaching, both of which researchers consider to be key to effective teaching. Analysis of the quantitative data showed that the workshops led to statistically significant improvements in mathematics teaching efficacy among participants, while analysis of the qualitative data highlighted a shift from procedural or teacher-led approaches to more student-centred approaches that focussed on developing understanding. As such the programme was deemed to have a positive effect on the effectiveness of these teachers. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training.
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Jun2022, Vol. 41 Issue 2, p389-408. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink>
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  Label: Abstract
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  Data: Research shows that teachers influence students' attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and evaluates the impact of one component of a continuous professional development (CPD) programme on teachers' self-efficacy and self-reported teaching styles. As part of this CPD programme, teachers engaged in a series of subject-specific pedagogy workshops and while classroom observations were not feasible they did complete pre- and post-workshop questionnaires to determine the impact that these workshops had on their mathematics teaching efficacy and their reported approach to teaching, both of which researchers consider to be key to effective teaching. Analysis of the quantitative data showed that the workshops led to statistically significant improvements in mathematics teaching efficacy among participants, while analysis of the qualitative data highlighted a shift from procedural or teacher-led approaches to more student-centred approaches that focussed on developing understanding. As such the programme was deemed to have a positive effect on the effectiveness of these teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2021.1899026
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        Text: English
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              Text: Jun2022
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