Professional Development

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn.

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity.

In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional development model, entitled Schoolyard SITES, that partners elementary teachers with University of New Hampshire Cooperative Extension science volunteers to create a community-based partnership that improves teachers' understanding of NGSS-aligned instruction.

Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how instructional materials designed for widespread use can support teacher localization through phenomenon adaptation, whereby teachers add or swap phenomena relevant to students' interests, identities, and community.

Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some individuals speaking up on particular topics, while others remain relatively silent.

This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, both in-service and future teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement.

Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.

Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on climate change literacy.