A promising approach to scaling up professional development: intelligent, interactive, virtual professional development with just-in-time feedback
-
Published:2023-12-15
Issue:
Volume:
Page:
-
ISSN:1386-4416
-
Container-title:Journal of Mathematics Teacher Education
-
language:en
-
Short-container-title:J Math Teacher Educ
Author:
Copur-Gencturk YaseminORCID, Orrill Chandra Hawley
Abstract
AbstractThe scalability and accessibility of quality professional development (PD) is an ongoing concern in the teacher education community, yet little research has been conducted on potential solutions. We aimed to address this gap by developing an interactive, virtual PD program that uses intelligent tutoring systems and provides instant feedback to teachers. We then explored the role of this program in developing teachers’ content and pedagogical content knowledge of mathematics. We collected data from 60 teachers located across the USA and found that those who completed the program increased their content and pedagogical content knowledge.
Funder
Institute of Education Sciences University of Southern California
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Reference85 articles.
1. Amador, J. M., Callard, C., Choppin, J., Carson, C., & Gillespie, R. (2019). Designing and researching online professional development. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munster (eds.), In Proceedings of the forty-first annual meeting of the Noth American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1904–1912). University of Missouri. 2. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2), 167–207. 3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. 4. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157 5. Bold, T., Filmer, D., Martin, G., Molina, E., Stacy, B., Rockmore, C., & Wane, W. (2017). Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa. Journal of Economic Perspectives, 31(4), 185–204. https://doi.org/10.1257/jep.31.4.185
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
|
|