Exploring Mathematics Teacher Persistence in Professional Development: Cases of (Mis)Aligning Figured Worlds and Situational Interest

• In Event: Math Coaching, Teacher Leadership, and Development of Math Teachers

Abstract

We report findings from our investigation of factors and conditions that are associated with teacher persistence in an online professional development program. We documented participant perceived utility of our professional development for their instruction and perceived expectations for instruction in their local institutional contexts. Our findings revealed that participants generally recognized the utility of our professional development for their classroom practice and their perceived expectations for instruction varied. Furthermore, when there was an alignment between participant perceived utility value and expectations for instruction in their local context, they were more likely to persist in our professional development. We discuss implications for designing online professional development that sustains teacher interest by supporting incremental changes from common instructional models towards ambitious practice.

Authors

• Anthony Matranga, California State University - San Marcos

• Jason Silverman, Drexel University