Reflexivity Between Online Mathematical Professional Development Components: The Impact on Rural Teachers' Growth

• In Event: Math Teacher Professional Development: Understanding Processes and Impact

Abstract

This case study draws from a large online professional development project for rural mathematics teachers. We employed the Community of Inquiry and the Teaching for Robust Understanding (TRU) frameworks and used the background and exit interviews, online professional development courses, coaching cycles, and recorded lessons as our data sources. This study explores how the three selected participants responded differently to the designed online learning environment and how participation was related to other aspects of the professional development mode. We found that teachers’ prior characteristics influenced their initial participation and their growth over the course of the project. Our analysis also revealed a reflexive relationship between different components of this online professional development.

Authors

• Zhe Chen, University of Rochester

• Xueyan Duan, University of Rochester

• Judith H. Van Alstyne, University of Rochester

• Saliha Al, University of Rochester