Re-envisioning Professional Learning in Mathematics: Teachers’ Performance, Perceptions, and Practices in Blended Professional Development
Jennifer Luebeck, Montana State University, United States ; Matt Roscoe, Georgia Cobbs, University of Montana, United States ; Kacey Diemert, Lewis Clark State College, United States ; Lisa Scott, Billings Public Schools, United States
Journal of Technology and Teacher Education Volume 25, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings across the school year. Data collected over four years illuminate the teachers’ performance, perceptions, and practice related to participation in blended professional learning. Results indicate that the blended learning experience led teachers to increased knowledge of mathematics content, greater use of high-quality resources, deeper knowledge of standards, and professionally rewarding interactions with other teachers. The findings support the use of blended learning approaches in K-12 mathematics professional development, leading to recommendations for practice and suggestions for future research.
Luebeck, J., Roscoe, M., Cobbs, G., Diemert, K. & Scott, L. (2017). Re-envisioning Professional Learning in Mathematics: Teachers’ Performance, Perceptions, and Practices in Blended Professional Development. Journal of Technology and Teacher Education, 25(3), 273-299. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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