Rural Teachers' Growth in Online Mathematical Professional Development: A Case Study

• In Event: Capitalizing on Online Education

Abstract

This case study draws from a large online professional development project for rural mathematics teachers. Employing the Community of Inquiry framework and using the background and exit interviews, online courses, and coaching cycle data from the large project, we explore how the four selected participants responded differently to the designed online professional development environment and how each participant grew within the course. In-depth explorations of each participant indicate moderate increases in high level cognitive discourses for three of the four case study participants with the support of collegial discourse shown as social presence.

Authors

• Saliha Al, University of Rochester

• Zhe Chen, University of Rochester

• Xueyan Duan, University of Rochester

• Judith Helen Van Alstyne, University of Rochester