Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

Michele B. Carney; Jonathan L. Brendefur; Keith Thiede; Gwyneth Hughes; John Sutton

doi:10.1177/0895904814550075

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, John Sutton

Research output: Contribution to journal › Article › peer-review

46 Scopus citations

Abstract

We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.

Original language	English
Pages (from-to)	539-572
Number of pages	34
Journal	Educational Policy
Volume	30
Issue number	4
DOIs	https://doi.org/10.1177/0895904814550075
State	Published - Jun 2014

Keywords

professional development
mathematics
beliefs
knowledge
self-efficacy

EGS Disciplines

Curriculum and Instruction
Teacher Education and Professional Development

Access to Document

10.1177/0895904814550075

Cite this

@article{dca7f9b7025b4f0aa753f322397a83cf,

title = "Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs",

abstract = "We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants{\textquoteright} Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators{\textquoteright} mathematics knowledge and beliefs.",

keywords = "professional development, mathematics, beliefs, knowledge, self-efficacy",

author = "Carney, {Michele B.} and Brendefur, {Jonathan L.} and Keith Thiede and Gwyneth Hughes and John Sutton",

note = "Publisher Copyright: {\textcopyright} 2014, {\textcopyright} The Author(s) 2014.",

year = "2014",

month = jun,

doi = "10.1177/0895904814550075",

language = "English",

volume = "30",

pages = "539--572",

number = "4",

}

TY - JOUR

T1 - Statewide Mathematics Professional Development

T2 - Teacher Knowledge, Self-Efficacy, and Beliefs

AU - Carney, Michele B.

AU - Brendefur, Jonathan L.

AU - Thiede, Keith

AU - Hughes, Gwyneth

AU - Sutton, John

PY - 2014/6

Y1 - 2014/6

N2 - We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.

AB - We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Learning Mathematics for Teaching project measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating large-scale professional development as a policy vehicle for influencing educators’ mathematics knowledge and beliefs.

KW - professional development

KW - mathematics

KW - beliefs

KW - knowledge

KW - self-efficacy

UR - https://scholarworks.boisestate.edu/cifs_facpubs/153

U2 - 10.1177/0895904814550075

DO - 10.1177/0895904814550075

M3 - Article

SN - 0895-9048

VL - 30

SP - 539

EP - 572

JO - Educational Policy

JF - Educational Policy

IS - 4

ER -

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs

Abstract

Keywords

EGS Disciplines

Access to Document

Other files and links

Fingerprint

Cite this