Perceived Changes in Teaching Practices and Views, With Insights in the Process of Teacher Learning

• In Event: Multiple Perspectives and Methods on In-Service Teacher Learning

Abstract

This paper documents teachers’ perceived changes in their practices and expectations regarding teaching and learning of mathematics as they participated in a teacher professional development program based on Cognitively Guided Instruction (CGI) and corresponding weekly meetings. In the first level of our analysis, we examined reported changes in teachers’ instructional practices and expectations. Although teachers overwhelmingly expressed that adapting to the CGI approach took a great deal of time and effort, they also stated their enthusiasm to keep working on transforming their instruction more aligned with the CGI program. Thus, in our secondary analysis, our focus shifted to understand what aspects and processes of the CGI experience supported teachers to keep working on transforming their instruction.

Authors

• Gizem Solmaz, Florida State University – Tallahassee

• Sebnem Atabas, University of Southern California

• Robert Schoen, Florida State University

• Claire Riddell, Florida State University