Turning the table on professional development in mathematics by setting the stage for teacher-led inquiry: An action research study.

摘要

This action research study investigated the change in professional development model in the acquisition of content knowledge for fourth-grade math teachers. The current professional development atmosphere is a traditional 'sit and get' opportunity. However, research offers that teachers should be active participants in their learning. This process provides teachers with a hands-on approach of acquiring new knowledge that directly affects their instruction delivery to students. It is reported that the majority of elementary teachers are not trained and prepared with the necessary skills and knowledge needed to properly deliver math instruction to students. This action research study may show that when teachers have direct input of learning model during a professional development setting, it is possible that the acquisition of content knowledge in teachers could increase. Findings suggest that teacher-led professional development greatly affects the acquisition of content knowledge. Recommendations include changing the delivery approach of the current professional development system from the traditional setting of 'sit and get' approach to a participant-led collaborative approach, in which teachers are in charge of their own learning.