“To Tia with love”: Chilean mathematics teacher identities after professional development

Darragh, Lisa; Radovic, Darinka

doi:10.1007/s11858-018-01023-7

Cited by 14 publications

(8 citation statements)

References 22 publications

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“…By developing their professional identity and reflecting on their beliefs and previous experiences, teachers make more conscious decisions about their teaching practices and continuing professional learning (Zhao and Zhang, 2017[26]; Korthagen, 2004[8]). Most of the research community agrees that the professional identity of teachers comprises the notion of agency, defined as the active search for professional development, considering knowledge and skills, for individual and collaborative learning according to a teacher's goals (Coldron and Smith, 1999[47]; Beijaard, Meijer and Verloop, 2004 [35]; Cordingley et al, 2019[21]), which is 1 Note by Turkey:…”

Section: What Are the Expected Outcomes Of A Well-developed Teacher P...mentioning

confidence: 99%

“…Teachers play a crucial role in the lives of students and, as empirical evidence has shown, effective teaching is at the core of successful educational systems (Darling-Hammond, 2000 [1]; Burroughs et al, 2019[2]). The great importance of teachers in student learning has led society and educational systems to hold high and varied expectations for teachers' work in a time of flux and change (Nias, 2014[3]; Ramirez and Wilkinson, 2016[4]).…”

Section: Introductionmentioning

confidence: 99%

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Teacher professional identity

2022

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2022)5 TEACHER PROFESSIONAL IDENTITY: HOW TO DEVELOP AND SUPPORT IT IN TIMES OF CHANGE Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Section: What Are the Expected Outcomes Of A Well-developed Teacher P...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher professional identity

2022

OECD Education Working Papers

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“…The first factor is the teacher's motivation during the PD programme. Eleven articles focused on teacher's motivation when participating in PD programmes and the relationship with teachers' learning (Biccard & Wessels, 2017;Darragh & Radovic, 2019). Ten articles also discussed teacher commitment throughout the PD programme.…”

Section: Teachers' Conditions For An Effective Pd Programmementioning

confidence: 99%

“…(2017),Sarama et al (2017),Andersson and Palm (2018),Darragh and Radovic (2019),Caddle et al (2016),Kul (2018),Beilstein et al (2020),Bozkurt and Ruthven (2017), Bruckmaier et al (2016) Attitude Yang et al (2018), Biccard (2018), Kutaka et al (2017), Ni Shuilleabhain and Seery (2018), Liang et al (2019), Pang (2016), Chai (2019), Clark-Wilson and Hoyles (2019), Havard et al (2018), Kafyulilo, Fisser and Voogt (2016) Commitment Gee and Weely (2016), Pournara and Barmby (2019), Martin et al (2018), Dayal and Cowie (2019), Nel and Luneta (2017), Young et al (2019), Oslund (2016), Lindvall (2017), Tabach and Schwarz (2018) Self-efficacy Sevis et al (2017), Courtney (2018), Carney et al (2016), Hill et al (2017), Maher and Prescott (2017), Huang and Manouchehri (2019), Auletto and Stein (2019), Heck et al (2019), Polly et al (2018)…”

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confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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“…It catalyzes directly in student-teachers in their future teacher professional identity. Research related to professional identity has been conducted in many countries such as the U.S. (Badia & Iglesias, 2019;Deneroff, 2016;El Nagdi et al, 2018;Maddamsetti, 2020;Schaefer, 2013), Australia (Martin, 2019), Chile (Darragh & Radovic, 2019), the Netherlands (Leeferink et al, 2019), Korea (Ro, 2019), Turkey (Çetin & Eren, 2019), China (Deng et al, 2018;Teng, 2019;Wei et al, 2019;Ye & Zhao, 2019), Spain (Gracia et al, 2019;Losano et al, 2018), Brazil (Dominguez et al, 2015), Iran (Mahmoudi-Gahrouei et al, 2016), Hongkong (Trent, 2016), Singapore (Chong et al, 2011), Taiwan (Chien, 2019), Malaysia (Tangen et al, 2017), and Indonesia (Ilfiandra et al, 2019). However, there are a few amounts of studies on teacher professional identity in Indonesian science teachers.…”

Section: Introductionmentioning

confidence: 99%

“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher

Purwaningsih

Suryadi

Munfaridah

2020

EURASIA J Math Sci Tech Ed

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The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students' worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul's identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed.

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“To Tia with love”: Chilean mathematics teacher identities after professional development

Cited by 14 publications

References 22 publications

Teacher professional identity

Teacher professional identity

Professional Development of Mathematics Teacher: A Systematic Literature Review

“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher

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