Up, close and personal: Teachers' responses to an individualised professional learning opportunity

Asia-Pacific Journal of Teacher Education

Volumn 38, Issue 2, 2010, Pages 129-146

  Muir, Tracey ^a   Beswick, Kim ^a   Williamson, John ^a  

^a UNIVERSITY OF TASMANIA   (Australia)

Author keywords

Professional learning; Teacher change; Video stimulated recall

Indexed keywords

EID: 77951591646     PISSN: 1359866X     EISSN: 14692945     Source Type: Journal    
DOI: 10.1080/13598661003677598     Document Type: Article

References (50)

1. Angelides, P. (2001). The development of an efficient technique for collecting and analyzing qualitative data: The analysis of critical incidents. Qualitative studies in education, 14(3), 429-442.
2. Askew, M. (2005). It ain't (just) what you do: Effective teachers of numeracy. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools (pp. 91-102). Berkshire, UK: Open University Press.
3. Askew, M., Brown, M., Rhodes, V., Johnson, D., & Wiliam, D. (1997). Effective teachers of numeracy. London: School of Education, King's College.
4. Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Toward a practicebased theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey-Bass.
5. Beswick, K. (2004, July). Factors preventing one teacher from changing her beliefs and practice. Paper presented at the 10th Conference of the International Congress on Mathematics Education, Copenhagen.
6. Beswick, K. (2007). Teachers' beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, 65(1), 95-120.
7. Bobis, J., & Anderson, J. (2006). Reform-oriented teaching practices and the influence of school context. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, Canberra: Identities, cultures and learning spaces (pp. 92-98). Adelaide, SA: MERGA Inc.
8. Borasi, R. (1997a). An analysis of the learning needs of teachers engaging in school mathematics reform. Retrieved December 5, 2005, from http://www.rochester.edu/radiate/C/c2a_need.htm
9. Borasi, R. (1997b). Rationale and research evidence for selected professional development practices. Retrieved December 5, 2005, from http://www.rochester.edu/radiate/C/c2b_tpr.htm
10. Borko, H., Davinroy, K.H., Bliem, C.L., & Cumbo, K.B. (2000). Exploring and supporting teacher change: Two third-grade teachers' experiences in a mathematics and literacy staff development project. The Elementary School Journal, 100(4), 273-307.
11. Borko, H., Mayfield, V., Marion, S., Flexer, R.J., & Cumbo, K. (1997). Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks and implications for professional development. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
12. Breyfogle, M.L., & Van Zoest, L.R. (1998). Implementing mathematics reform: A look at four veteran mathematics teachers. In S.B. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J. Kolb, K.S. Norwood et al. (Eds.), Proceedings of the 20th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 601-606). Raleigh, NC: PME.
13. Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
14. Burns, R. (2000). Introduction to research methods (3rd ed.). Melbourne: Longman.
15. Cavanagh, M. (2006). Mathematics teachers and working mathematically: Responses to curriculum change. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, Canberra: Identities, cultures and learning spaces (pp. 115-122). Adelaide, SA: MERGA Inc.
16. Clarke, D., Cheeseman, J., Gervasoni, A., Gronn, D., Horne, D., McDonough, A., et al. (2002). Early Numeracy Research Project Final Report. Melbourne: Australian Catholic University.
17. D'Ambrosio, B.S., Harkness, S.S., & Boone, W.J. (2004). Planning district-wide professional development: Insights gained from teachers and students regarding mathematics teaching in a large urban district. School Science and Mathematics, 104(1), 5-15.
18. Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, April, 597-604.
19. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching for the learning profession: Handbook of policy and practice. San Francisco, CA: Jossey-Bass.
20. Davies, N., & Walker, K. (2005). Learning to notice: One aspect of teachers' content knowledge in the numeracy classroom. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce et al. (Eds.), Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia: Building connections: Theory, research and practice (pp. 273-280). Adelaide, SA: MERGA.
21. Day, C. (1998). Working with the different selves of teachers: Beyond comfortable collaboration. Educational Action Research, 6(2), 255-275.
22. Day, C. (1999). Professional development and reflective practice: Purposes, processes and partnerships. Pedagogy, Culture & Society, 7(2), 221-233.
23. Fullan, M. (1991). Successful school improvement. Buckingham, UK: Open University Press.
24. Fullan, M. (1992). Meaning of educational change. New York: Teachers College Press.
25. Ghaye, A., & Ghaye, K. (1998). Teaching and learning through critically reflective practice. London: David Fulton.
26. Grouws, D.A. (1994). The evaluation of teaching. The Mathematics Teacher, 87(6), 446-448.
27. Guskey, T.R. (1985). Results-oriented professional development: In search of an optimal mix of effective practices. Retrieved June 27, 2006, from http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm
28. Hargreaves, A. (1996). Development and desire: A postmodern perspective. In T.R. Guskey & M. Huberman (Eds.), Professional development in education (pp. 9-34). New York: Teachers College Press.
29. Hargreaves, A., & Fullan, M. (1992). Understanding teacher development. New York: Teachers College Press.
30. Hawley, W.D., & Valli, L. (1999). The essentials of effective professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 127-150). San Francisco, CA: Jossey-Bass.
31. Hill, G. (2002, December). Reflecting on professional practice with a cracked mirror: Productive pedagogy experiences. Paper presented at the Annual AARE Conference, Brisbane. Retrieved June 15, 2006, from http://www.aare.edu.au/02pap/hil02657.htm
32. Hollingsworth, H., Lokan, J., & McCrae, B. (2003). Teaching mathematics in Australia: Results from the TIMSS 1999 video study. Camberwell, Vic.: ACER.
33. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
34. Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., & Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
35. Lovitt, C., & Clarke, D. (1988). Mathematics curriculum and teaching program (MCTP) activity bank, Vol. 1. Canberra: Curriculum Development Centre.
36. Martinez, K., & Mackay, G. (2002, December). Structuring critical reflection in professional experience. Paper presented at the Annual Australian Association for Research in Education Conference, Brisbane.
37. Miles, M. (1996). Foreword. In T.R. Guskey & M. Huberman (Eds.), Professional development in education (pp. vii-ix). New York: Teachers College Press.
38. Muir, T. (2008, July). Describing effective teaching of numeracy: Links between principles of practice and teacher actions. Paper presented at the 11th International Conference on Mathematics Education (ICME-11) for Topic Study Group 2: New developments and trends in mathematics education at primary level, Monterrey, Mexico.
39. Muir, T., & Beswick, K. (2007). Stimulating reflection on practice: Using the supportive classroom reflection process. Mathematics Teacher Education and Development, 8(special issue), 74-93.
40. O'Brien, J. (1993). Action research through stimulated recall. Research in Science Education, 23, 214-221.
41. Olsen, J., & Barrett, J. (2004). Coaching teachers to implement mathematics reform. Mathematics Teacher Education & Development, 6, 73-91.
42. Patrikainen, S., & Toom, A. (2004). Studying teachers' pedagogical thinking, knowing and action by combining stimulated recall interview and video observation. Retrieved December 1, 2009, from https://www.edu.helsinki.fi/malu/koulutus/sem_iatko/esityksia/patrikainen_toom.doc
43. Perry, B., Howard, P., & Tracey, D. (1999). Head teachers' beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39-53.
44. Powell, E. (2005). Conceptualising and facilitating active learning: Teachers' video-stimulated reflective dialogues. Reflective Practice, 6(3), 407-418.
45. Power, A., Clarke, M., & Hine, A. (2002, December). Internship learning connects the dots: The theory and practice of reflection. Paper presented at the Annual Conference of the Australian Association for Research in Education, Brisbane. Retrieved February 3, 2006, from http://www.aare.edu.au/02pap/cla02481.htm
46. Rogers, P. (2007). Teacher professional learning in mathematics: An example of a change process. In J. Watson & K. Beswick (Eds.), Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart. Mathematics: Essential research, essential practice (pp. 513-522). Adelaide, SA: MERGA Inc.
47. Schepens, A., Aelterman, A., & Van Keer, H. (2007). Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and Teacher Education, 23(4), 457-472.
48. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books Inc.
49. Van de Walle, J. (1999). Reform mathematics vs. the basics: Understanding the conflict and dealing with it. Retrieved March 14, 2008, from http://mathematicallysane.com/analysis/reformvbasics.asp
50. Watson, A., & De Geest, E. (2005). Principled teaching for deep progress: Improving mathematical learning beyond methods and materials. Educational Studies in Mathematics, 58(2), 209-234.