From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change
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| Title: | From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change |
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| Language: | English |
| Authors: | Hossein Ghaffari, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Teachers, Mathematics Teachers, Faculty Development, Knowledge Level, Beliefs, Teaching Methods, Reflection, Discussion (Teaching Technique), Barriers, Affordances, Teacher Attitudes, Foreign Countries |
| Geographic Terms: | Iran (Tehran) |
| Abstract: | This study examines the impact of a professional learning (PL) project on secondary mathematics teachers' professional growth in their knowledge, beliefs, and instructional practices. Initially attributing teaching challenges to external constraints, some teachers gradually recognised the need for pedagogical development through reflection and researcher-guided discussions. The study highlights the dual role of challenges as both constraints and affordances, shaping engagement through structured support and positive student relationships. The findings reveal that teachers' perceptions of outcomes significantly influence their sustained involvement in professional learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676459 |
| Database: | ERIC |
| Abstract: | This study examines the impact of a professional learning (PL) project on secondary mathematics teachers' professional growth in their knowledge, beliefs, and instructional practices. Initially attributing teaching challenges to external constraints, some teachers gradually recognised the need for pedagogical development through reflection and researcher-guided discussions. The study highlights the dual role of challenges as both constraints and affordances, shaping engagement through structured support and positive student relationships. The findings reveal that teachers' perceptions of outcomes significantly influence their sustained involvement in professional learning. |
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