Perceived changes in teachers’ knowledge and practice: the impact on classroom teachers from leader participation in whole-school reform of mathematics teaching and learning

Anne Roche, Ann Gervasoni

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders’ participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based professional learning that followed. The project and framework underpinning the reform are outlined, and the teachers’ reported changes in pedagogical practices are described. Teachers identified many changes in pedagogy and growth in knowledge. Not surprisingly, changes in pedagogical practices were even greater for specialist mathematics teachers who had also participated in a separate six-day course.
Original languageEnglish
Title of host publication40 Years On
Subtitle of host publicationWe are Still Learning: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsAnn Downton, Sharyn Livy, Jennifer Hall
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Pages442-449
Number of pages8
Edition1st
ISBN (Print)9781920846305
Publication statusPublished - 2017
EventAnnual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia
Duration: 2 Jul 20176 Jul 2017
Conference number: 40th
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated titleMERGA 2017
CountryAustralia
CityMelbourne
Period2/07/176/07/17
Internet address

Cite this

Roche, A., & Gervasoni, A. (2017). Perceived changes in teachers’ knowledge and practice: the impact on classroom teachers from leader participation in whole-school reform of mathematics teaching and learning. In A. Downton, S. Livy, & J. Hall (Eds.), 40 Years On: We are Still Learning: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (1st ed., pp. 442-449). Mathematics Education Research Group of Australasia. https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2017%20Annual%20Conference%20Proceedings/merga40_proceedings.pdf