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Effective continuing professional development

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  • Effective continuing professional development
  • Espresso
  • 42: Division and multiplication
  • 41: Rich data sets
  • 40: Fraction equivalence
  • 39: Teaching and learning similarity
  • 38: Teaching and learning of percentage
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09 February 2018

Perceived importance of incidental conversations for 92 mathematical teachers at teacher network meetings

What makes for effective continuing professional development (CPD) in mathematics teaching?

  • Effective maths teacher CPD, like teaching, is complex
  • More research is needed on impact as well as teacher satisfaction with CPD
  • CPD can take a variety of forms - not just face-to-face – and can be informal or formal
  • Effective CPD should be based on participants’ needs and goals and teachers should have enough time to engage with, reflect on and embed the CPD
  • Long-term, teacher-driven CPD, such as lesson study, mentoring, and teacher research (developing learning communities) can be effective
  • Important features of effective CPD for maths teachers include a practical focus, time to reflect and opportunities for networking
  • Some features appear critical, for example; one possible set of critical features for effective maths teacher CPD are: content focus, active learning, coherence, duration, and collective participation
  • CPD that is subject-specific and considers how pupils makes sense of mathematics is considered valuable by maths teachers
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