Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli, Roslinda; Aliwee, Mohd Fareed

doi:10.18844/cerj.v11i2.5415

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…PD boosts the teachers' skills in implementing activities in their teaching-learning process by focusing on teachers' knowledge, the practice of instruction, and the learning outcomes of students [16,17]. Indeed, the main prerogative of PD is to ensure that teachers acquire the latest skills and knowledge that will expedite better student achievement and, hence, foster attainment of quality education.…”

Section: Theoretical Framework 21 Literature Review On Professional D...mentioning

confidence: 99%

The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context

Soforon,

Sikko,

Tesfamicael

2023

Education Sciences

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This paper aims to provide an understanding of effective professional development (PD) for mathematics teachers according to the context of South Sudan schools. Hunsicker’s (2011) checklist of effective PD was taken as a framework. The framework has five characteristics—supportive, job-embedded, instructional focused, collaborative, and ongoing—and these five characteristics have been used for shaping the study. Interviews were designed and administered to educational officials, principals of two schools, and six sampled mathematics teachers, patterning their understanding about effective PD of mathematics teachers in the South Sudan school context. The analysis showed that the types of PD that exist in the South Sudan school context include the preparation of a lesson plan and the scheme of work for novice teachers, a weekly professional participation of teachers within their working hours, and informal dialog and guidance among peers. In addition, some unqualified teachers are sent to teacher training institutions during holiday times, which can be regarded as a kind of in-service and continuous PD. Our findings are that most of the participants do not have a clear view of what effective PD means. The participants mentioned aspects that can be seen as parts of effective PD according to the literature, but none of them had a holistic or explicit understanding. There is a need to engage those stakeholders to work deeply on aspects of effective PD if a meaningful improvement in student learning is to happen in classrooms.

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Section: Theoretical Framework 21 Literature Review On Professional D...mentioning

confidence: 99%

The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context

Soforon,

Sikko,

Tesfamicael

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Therefore, in order to better their instruction, teachers must possess the most recent information and abilities. By putting in place an efficient professional development (PD) program, educators can improve their knowledge and abilities to better support students' learning in the classroom (Rosli & Aliwee, 2021& Muzaffar, 2016. With the aim of raising student accomplishment, professional development opportunities give teachers better learning chances, in-depth topic knowledge, and improved teaching techniques (Hardré et al, 2019) In school, mathematics is a compulsory subject.…”

Section: Introductionmentioning

confidence: 99%

“…Instructors have long viewed mathematics as a discipline of facts that students must learn by heart, and they incorporate this mindset into their lessons. As a result, pupils may find it challenging to master mathematics if they are not proficient in the subject (Rosli & Aliwee, 2021). A math teacher's job is to guide pupils through the challenges.…”

Section: Introductionmentioning

confidence: 99%

Maximizing Content-Based Knowledge of the Novice Teachers in Mathematics: An Experimental Study

2024

JDSS

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This study used an experimental approach to find out the effect of content-based professional development training in mathematics on novice primary school teachers' achievement in mathematics. Professional development training to in-service teachers provides need-based support to maximize their knowledge in the areas they need support. The study has its theoretical bases on Knowles (1984) theory of adult learning that assumed that adults should be involved in the planning and evaluation of their learning as this experience provides them basis to teach the subject which is relevant to their lives. 140 primary school teachers from rural areas of Sheikhupura district were clustered into 5 places for intervention. The intervention included hands on activities related to mathematics lasted 40 hours to mathematics teachers during the span of one week. The study employed one group pre-test post-test experimental design. The teachers were pretested and post-tested on a researcher-made test related to Mathematics content knowledge taken from grade 5 textbook of mathematics. Descriptive and inferential statistics were used to analyze the data. The study revealed that achievement scores in posttest of the teachers were better as compared to pre-test for the mathematics subject. The researcher recommended that continuous professional development programs should be in practice to provide in-service teachers especially the novice teachers to support them.

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Experiencia y prácticas educativas: Percepciones del profesorado de matemáticas en secundaria en Melilla

Mohamed-Chemlali,

Hossein-Mohand,

Hossein-Mohand

et al. 2024

epsir

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Introducción: La enseñanza de las Matemáticas requiere un sólido desarrollo profesional docente y una comprensión profunda de las prácticas educativas. Metodología: El estudio cuantitativo y transversal empleó un cuestionario cerrado, dirigido a 73 docentes de secundaria y bachillerato de matemáticas en Melilla, con una muestra final de 61 docentes. El cuestionario, distribuido vía Google Forms, incluyó 107 preguntas en 23 indicadores y 5 dimensiones. Resultados: La experiencia influye en la conciencia sobre errores comunes del alumnado, siendo mayor en docentes con más años de enseñanza. No se encontraron diferencias significativas en la evaluación del aprendizaje del alumnado según la experiencia. Los docentes con más experiencia mostraron mayores habilidades para organizar la dinámica en el aula. Discusión: La experiencia mejora la identificación y manejo de errores comunes y la organización del aula. Sin embargo, la evaluación del aprendizaje no varía significativamente con la experiencia, sugiriendo otros factores influyentes. Conclusiones: La experiencia docente es importante en la enseñanza de matemáticas, pero la formación continua es esencial para todos los docentes para asegurar una enseñanza efectiva y de alta calidad.

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Professional Development of Mathematics Teacher: A Systematic Literature Review

Cited by 3 publications

References 39 publications

The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context

The Understanding of Effective Professional Development of Mathematics Teachers According to South Sudan School Context

Maximizing Content-Based Knowledge of the Novice Teachers in Mathematics: An Experimental Study

Experiencia y prácticas educativas: Percepciones del profesorado de matemáticas en secundaria en Melilla

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