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Delivering Online Professional Development in Mathematics to Rural Educators
Article

, , University of Tennessee, United States

Journal of Technology and Teacher Education Volume 17, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers’ mathematics content knowledge and their pedagogical content knowledge over the duration of the courses are documented. Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase. Additionally, the design of the courses fostered communities of practice among the teachers, and can be used as a model for other distance learning courses.

Citation

Cady, J. & Rearden, K. (2009). Delivering Online Professional Development in Mathematics to Rural Educators. Journal of Technology and Teacher Education, 17(3), 281-298. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 19, 2019 from .

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Cited By

  1. Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers

    Tina Starling & Hollylynne Lee, NC State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125

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