Ambitious Mathematics Teaching: The Power of Collaborative Professional Development Across Contexts

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Professional Development (Table 6)

Abstract

This paper identifies key features of professional development programs that teachers find most influential in learning to teach ambitiously. The study examines two large, multi-year programs using different models and structures, in Canada and the USA. Despite varying contextual factors, both projects revealed that teachers valued similar learning experiences. These findings challenge the assumption that different contextual factors would lead to different valued features of professional development. Instead, teachers in both projects emphasized the importance of collaboration, focusing on content and pedagogy. The research extends existing knowledge on essential features of professional development and highlights the significance of teacher agency and exposure to diverse experiences.

Author

• Kelly A. McKie, University of Delaware