• Educational Technology International
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• v.17 no.1
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• pp.87-116
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• 2016

In this research, we designed a teacher professional development (PD) program where a small group of mathematics teachers could share, reflect on, and discuss their pedagogical knowledge and practices of ICT-integrated lessons, using a video annotation tool called DIVER. The main purposes of this paper are both micro and macro: to examine how the teachers were engaged in the meaning-making process in a video-based PD (micro); and to derive implications about how to design effective video-based teacher PD programs toward a teacher community of practices (macro). To examine teachers' meaning-making in the PD sessions, discourse data from a series of 10 meetings was segmented into idea units and coded to identify discourse patterns, focusing on (a) participation levels, (b) conversation topics, and (c) conversation depth. Regarding the affordance of DIVER, discourse patterns of two meetings, before and after individual annotation with DIVER were compared through qualitative vignette analysis. Overall, we found that the teacher discourse shifted the focus from surface features to deeper pedagogical issues as the PD sessions progressed. In particular, the annotation function in DIVER afforded the teachers to exercise descriptive analyses of video clips in a flexible manner, thereby helping them cognitively prepared to take interpretative and evaluative stances in face-to-face discussions with colleagues. In conclusion, deriving from our research experiences, we discuss the possibilities and challenges of designing video-based teacher PD in a school context.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.4
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• pp.673-683
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• 2011

The purpose of this study was to analyze the validity of teacher evaluation policy for professional development and to suggest the ways to improve the policy in school. The teacher evaluation policy for professional development is designed to improve teacher professionalism and quality of school education. For this purpose, A survey was conducted and 361 elementary and middle school teachers participated in Busan. Collected data were analyzed using SPSS WIN 12.0. The conclusions of this study are as follows: First, although teachers are highly interested in the teacher evaluation policy, they have negative attitudes for practicing the new policy. Second, assessors must be composed of reliable, competent experts because teacher evaluation has a great influence on teaching activities. The assessors should be composed of those who have the specialization and reliability on the basis. Also the assessors must be trained to enhance the fairness, objectivity and reliability by rigid discipline. Finally, teacher evaluation policy should be closely linked to increasing teacher's expertise such as training opportunities, teacher consultants, and senior teacher systems and should be widely utilized for the evaluation to be effective.

• East Asian mathematical journal
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• v.37 no.2
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• Educational Technology International
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• v.21 no.2
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• pp.217-247
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• 2020

Many developing countries consider ICT as a key enabler to improve their educational systems and teachers are viewed as change agents. This paper aims to present policy suggestions concerning how to foster teachers' ICT competencies in developing countries based on the outcomes of an ODA project case in Peru. This study was conducted through three stages: Literature survey, site visit, and policy suggestions. To draw relevant policy suggestions, we employed the framework of the 'macro-meso-micro' level of teacher professional development. The following policy suggestions are discussed: (a) macro level: to develop the national framework of teacher ICT competencies and competency-based teacher training, (b) meso-level: to promote teacher communities of practices and school-based research programs, and (c) micro-level: to redesign teacher professional development programs to help teachers better understand the complex relationships between content, pedagogy, and technology, beyond learning about basic ICT literacy skills. This study contributes to the understanding of how ODA projects can approach the issue of teacher ICT capacity building at multiple levels.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.495-508
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• 2005

This study focused on what philosophy of education based on theory of Dewey has to be involved in teacher professional development program. In this view, an attempt was made to identify characteristics and ultimate goal of professional development program. Finally, this paper also discussed the design and the process of the professional development program based on the principles of reflective thinking and psychological observation by Dewey in order to connect theory with practice as a model which is for conducting professional development program for a group of mathematics teachers.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.247-262
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• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.

• The Mathematical Education
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• v.54 no.3
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• pp.283-298
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• 2015

This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.349-369
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• 2012

In the present reflective study, the research findings of professional development in mathematics education are reviewed and significant ideas that emerged are addressed in ter ms of (1) building on collaborative effort; (2) focusing on content knowledge; (3) centering on students' learning and bringing forth teacher knowledge; (4) perception-based and conception-based perspective; 5) situating in the context of teaching and sustained over ti me. Then it is followed by suggesting what components a desirable professional develop ment program needs to include and a possible direction toward which future research on professional development in mathematics education heads.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.183-206
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• 2018

It arises that teachers' professional competence should be considered not only with a cognitive perspective but also with a situative perspective. In this study, we considered mathematics teacher noticing as situational professional competencies of a mathematics teacher, and explored how mathematics teachers noticing on children's development of reasoning about variability in a video club has changed with the situative perspective. Findings illustrate that the 'interpreting' component among the three components of noticing-attending, interpreting, and deciding how to respond-was critically decisive for the change of the participant teachers' noticing. We also discussed how the video club intervention(the framework of children's development of reasoning about variability) can support the development of teacher noticing as a professional competence. This study has implications on the design of a video club to improve mathematics teacher noticing.