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Researching the sustainable impact of professional development programmes on participating teachers’ beliefs. (English)
Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching mathematics. Learning from Alan Schoenfeld and Günter Törner. Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk; 978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 139-155 (2013).
From the text: The question of how to effectively promote mathematics teachers’ professional development is of great interest and is being discussed in various papers. In this context, the question of sustainability is of particular relevance. Despite its central importance for both teachers and teacher educators, research on sustainable impact is generally lacking within teacher education disciplines. This chapter addresses this issue and provides findings from two case studies focusing on the sustainable impact of a nation-wide project to promote mathematics and science teaching in Austria. Two former project participants were revisited to gather data concerning the project’s impact some years after its termination. The chapter puts a particular emphasis on the sustainable impact to the teachers’ beliefs. Moreover, the factors that fostered or hindered this sustainability are carefully examined.
Classification: C29 B50
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