Gretchen Rossman
Ola M Khalili
Ramallah-Palestine
August-1-2010
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The problem
Purpose of the study
Research questions
Theoretical framework
Research methodology
Research context
Findings
Limitations
Recommendations
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The characteristics of current teachers.
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The objectives of current TPDPs.
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Describe and analyze the process of TPDPs.
Explore the beliefs that different groups of
stakeholders hold about mathematics and
mathematics teaching and learning
Describe the interaction between the previous
two objectives.
1.
2.
3.
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What do TPDPs for mathematics teachers look
like in Palestine?
What do Palestinian teachers, teacher trainers,
and policy makers believe about mathematics
and mathematics teaching?
What is the correspondence or gap between:
Teachers’ and trainers’ beliefs?
Teachers’ and policy makers’ beliefs?
The participants’ beliefs and principles of
effective mathematics teaching
Beliefs
TPDPs
• Math and math
teaching
• Characteristics
of effective
TPDPs
• Self-efficacy
• Beliefs and
practices
Beliefs and
TPDPs
• Changing
beliefs and
practices
through TPDPs
Theoretical Framework
Beliefs
TPDPs
• Math and math
teaching
• Characteristics
of effective
TPDPs
• Self-efficacy
• Beliefs and
practices
Beliefs and
TPDPs
• Changing
beliefs and
practices
through TPDPs
Skemp (1978)
Lerman (1983)
Instrumental Absolutist
Relational Fallibilist
Kuhs and Ball (1986)
Ernest (1989),
(1994)
Content focused
Instrumental
with emphasis on
performance
Content focused
Platonic
with emphasis on
conceptual
understanding
Classroom focused
Learner focused
Problem
solving
Evidences from research correlate between
teachers’ sense of self-efficacy and their:
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willingness to apply non-traditional teaching
methods.
beliefs about teaching.
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Teachers’ practices reflect their beliefs.
Teachers’ practices are influenced by other
factors besides their beliefs.
Theoretical Framework
Beliefs
TPDPs
• Math and math
teaching
• Characteristics
of effective
TPDPs
• Self-efficacy
• Beliefs and
practices
Beliefs and
TPDPs
• Changing
beliefs and
practices
through TPDPs
TPDPs
Traditional
Developing
stage
Jobembedded
Implementing
stage
After
implementing
Theoretical Framework
Beliefs
TPDPs
• Math and math
teaching
• Characteristics
of effective
TPDPs
• Self-efficacy
• Beliefs and
practices
Beliefs and
TPDPs
• Changing
beliefs and
practices
through TPDPs
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Assimilation and accommodation (Paiget, 1952)
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Conceptual change process (Kagan, 1992)
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Elicitation and construction (Fenstermacher and
Richardson, 1993)
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Schema theory (Timperley and Robinson, 2001)
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MOEHE
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2-district offices/West Bank
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Qualitative approach
◦ Interviews
◦ Document analysis
Gender
Position
Policy makers
Supervisors
Training
developers
Principals
Mathematics
teachers
Total
Male
Female
4
2
1
1
4
1
2
2
2
4
11
12
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Training manuals
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Policy documents
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Standards for teachers
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Standards for TPDPs
1. The process of developing, implementing,
and following-up TPDPs
2. Beliefs about mathematics and mathematics
teaching
3. Policy documents vs. TPDPs and policies
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Reforms and suggested changes in practice
should emerge as a result of interaction
between different stakeholders.
Up-grade trainers’ qualifications and
methods of training.
The necessity of integrating subject-matter
knowledge with PCK.
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There is a need for systematic follow-up
procedures during and after TPDPs.
Rethink the current approaches in TPDPs.
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Emphasize one domain of the mathematical
knowledge (training documents)
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Instrumental view of mathematics
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Teacher role: instructor
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Student role: respond to teachers’ instruction
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Curriculum: determine what should be taught and
how
3. Policy documents vs. TPDPs and
policies
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Assessment practices
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Reflective practice
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The curriculum
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Teachers’ qualification
Policy
documents
Policies
TPDPs
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The study did not collect data about the
actual implementation of TPDPs.
The study did not measure the actual impact
of TPDPs.
No generalization can be made of the
collected data
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Alternative approaches in TPDPs
Supportive policies that encourage and
sustain the process of teacher change
More studies to investigate teachers’ and
supervisors’ beliefs about mathematics and
mathematics teaching
THANK YOU
‫شكرا‬