View in EDS

From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change

Saved in:
Bibliographic Details
Title: From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED676459
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED676459
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hossein+Ghaffari%22">Hossein Ghaffari</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Group+of+Australasia%22"><i>Mathematics Education Research Group of Australasia</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Iran+%28Tehran%29%22">Iran (Tehran)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED676459
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED676459
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Affordances
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran (Tehran)
        Type: general
    Titles:
      – TitleFull: From Resistance to Reflection: The Interplay of Support, Reflection, and Practice Change
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mathematics Education Research Group of Australasia (MERGA)
      – PersonEntity:
          Name:
            NameFull: Hossein Ghaffari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Mathematics Education Research Group of Australasia
              Type: main
ResultId 1