Gretchen Rossman Ola M Khalili Ramallah-Palestine August

 The problem  Purpose of the study  Research questions  Theoretical framework  Research methodology  Research context  Findings  Limitations  Recommendations

 The characteristics of current teachers.  The objectives of current TPDPs.

 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. What do TPDPs for mathematics teachers look like in Palestine? 2. What do Palestinian teachers, teacher trainers, and policy makers believe about mathematics and mathematics teaching? 3. 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 Math and math teaching Self-efficacy Beliefs and practices TPDPs Characteristics of effective TPDPs Beliefs and TPDPs Changing beliefs and practices through TPDPs

Beliefs Math and math teaching Self-efficacy Beliefs and practices TPDPs Characteristics of effective TPDPs Beliefs and TPDPs Changing beliefs and practices through TPDPs Theoretical Framework

Skemp (1978)Lerman (1983)Kuhs and Ball (1986)Ernest (1989), (1994) InstrumentalAbsolutistContent focused with emphasis on performance Instrumental Content focused with emphasis on conceptual understanding Platonic Classroom focused Relational FallibilistLearner focusedProblem solving

Evidences from research correlate between teachers’ sense of self-efficacy and their:  willingness to apply non-traditional teaching methods.  beliefs about teaching.

 Teachers’ practices reflect their beliefs.  Teachers’ practices are influenced by other factors besides their beliefs.

Beliefs Math and math teaching Self-efficacy Beliefs and practices TPDPs Characteristics of effective TPDPs Beliefs and TPDPs Changing beliefs and practices through TPDPs Theoretical Framework

TPDPs Traditional Developing stage Implementing stage Job- embedded After implementing

Beliefs Math and math teaching Self-efficacy Beliefs and practices TPDPs Characteristics of effective TPDPs Beliefs and TPDPs Changing beliefs and practices through TPDPs Theoretical Framework

 Assimilation and accommodation (Paiget, 1952)  Conceptual change process (Kagan, 1992)  Elicitation and construction ( Fenstermacher and Richardson, 1993)  Schema theory (Timperley and Robinson, 2001)

 MOEHE  2-district offices/West Bank

 Qualitative approach ◦ Interviews ◦ Document analysis

Gender Position MaleFemale Policy makers41 Supervisors24 Training developers 11 Principals22 Mathematics teachers 24 Total1112

 Training manuals  Policy documents Standards for teachers 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

 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.

 There is a need for systematic follow-up procedures during and after TPDPs.  Rethink the current approaches in TPDPs.

 Emphasize one domain of the mathematical knowledge (training documents)  Instrumental view of mathematics Teacher role: instructor Student role: respond to teachers’ instruction Curriculum: determine what should be taught and how

3. Policy documents vs. TPDPs and policies  Assessment practices  Reflective practice  The curriculum  Teachers’ qualification Policy documents TPDPsPolicies

 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

 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