Rural Teachers' Perceptions of Collaboration and Professional Growth: A Professional Learning Opportunity

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Recruitment, Development, and Retention of Rural Teachers

Abstract

This study extends the evaluation of a two-year professional learning program that provided mathematics support to 38 teachers from 14 rural schools in California. Data gathered from the original evaluation was combined with newly collected quantitative and qualitative data to explore the nature and magnitude of correlations between teachers’ growth as mathematics educators and their perceptions about peer collaboration during professional learning. Data analysis revealed a notable relationship between teachers’ self-evaluation of their practice and leadership role, and perceptions about collaborative action-taking and evaluation during the two-year program. During follow-up interviews, participants reported feeling more confident and effective as mathematics teachers as a result of their collaborative conversations and shared learning experiences.

Authors

• Katherine M Burns, Teachers College of San Joaquin

• Rachelle Kisst Hackett, University of the Pacific