umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Opening the black box of mathematics teachers’ professional growth: a study of the process of teacher learning
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0001-9042-420x
2019 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Matematiklärares professionella utveckling : en studie om lärares lärande (Swedish)
Abstract [en]

There is a lot of research done on professional development programs for teachers, especially with a focus on different characteristics of the program and whether it makes teachers change their teaching practice to such an extent that it enhances student achievement. However, there is not much research done on the learning process. As long as we do not open the black box of teacher learning it is difficult to say anything about what characteristics in a professional development program actually are important for teachers to learn, develop and grow as professionals.

The aim of the thesis is to better understand the process of teacher learning while participating in aprofessional development program. The focus is on different aspects of the process of teacher professional growth, as well as on external factors that have an impact on the process of learning. The participants are secondary school teachers that participated in a professional development program in formative assessment. The data have been collected during and after the professional development program took place. Different types of data have been used in this thesis; teacher interviews, classroom observations and questionnaires, and have been collected over a time period of two and a half years. In two of the included papers the studies focus on four mathematics teachers, and the learning process is explored from two different perspectives: how the professional growth can develop, and how their testing of formative assessment activities relates to their understanding of formative assessment. In one of the papers all secondary school teachers are included and a comparison in expectancy of being able to use high quality formative assessment after the professional development program between the mathematics teachers and the other teachers were conducted. In the fourth paper focus is on all mathematics teachers in the study and their motivation are investigated over a time period of two years.

The four papers take different perspectives to explore the professional growth for teachers while participating in a professional development program in formative assessment. The results show the complexity of teacher learning and indicate that large-scale implementations risk being inefficient and not reach the intended goals.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet , 2019. , p. 44
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 88
Series
Umeå Studies in the Educational Sciences ; 37
Keywords [en]
Teacher learning, professional growth, professional development program, formative assessment, motivation, mathematics teachers, secondary school teachers
National Category
Learning
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-163887ISBN: 978-91-7855-117-0 (print)OAI: oai:DiVA.org:umu-163887DiVA, id: diva2:1358120
Public defence
2019-11-01, KBE301, KBC-huset, Umeå, 09:00 (Swedish)
Opponent
Supervisors
Available from: 2019-10-11 Created: 2019-10-07 Last updated: 2019-10-09Bibliographically approved
List of papers
1. The professional growth of four mathematics teachers participating in a professional development program
Open this publication in new window or tab >>The professional growth of four mathematics teachers participating in a professional development program
(English)Manuscript (preprint) (Other academic)
Keywords
teacher learning, professional growth, mathematics teachers
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163883 (URN)
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-07
2. Mathematics teachers’ motivation to change their teaching during and after a professional development program in formative assessment
Open this publication in new window or tab >>Mathematics teachers’ motivation to change their teaching during and after a professional development program in formative assessment
(English)Manuscript (preprint) (Other academic)
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163884 (URN)
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-07
3. The relationship between teachers’ understanding and practice of formative assessment within professional development
Open this publication in new window or tab >>The relationship between teachers’ understanding and practice of formative assessment within professional development
(English)Manuscript (preprint) (Other academic)
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163885 (URN)
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-07
4. Do mathematics teachers experience a professional development program in formative assessment any differently than other teachers?
Open this publication in new window or tab >>Do mathematics teachers experience a professional development program in formative assessment any differently than other teachers?
(English)Manuscript (preprint) (Other academic)
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163886 (URN)
Available from: 2019-10-07 Created: 2019-10-07 Last updated: 2019-10-07

Open Access in DiVA

fulltext(1417 kB)198 downloads
File information
File name FULLTEXT02.pdfFile size 1417 kBChecksum SHA-512
afc13813ff3dbbf6d2196b7398c04fe7dfeaf2f2409b5f910272a0f7897cad096004d5eb08ed555ac24a26ba0ad42aa918b1df781cbda64f4f528b75f8dc8faa
Type fulltextMimetype application/pdf
spikblad(354 kB)13 downloads
File information
File name SPIKBLAD01.pdfFile size 354 kBChecksum SHA-512
96a782fa52d06dcec6b66225fdeda8c0b6c14f1a85dfffacc39b10564a6b32195b6a355f0586dd351976d259b7b46ce82f37e61f1b13dce5e7eda2dd4ac2ecaa
Type spikbladMimetype application/pdf

Authority records BETA

Engvall, Sara

Search in DiVA

By author/editor
Engvall, Sara
By organisation
Department of Science and Mathematics Education
Learning

Search outside of DiVA

GoogleGoogle Scholar
Total: 198 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 935 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf