Teachers’ perceptions and uptake of professional development overtime

Abstract

This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum.

Keywords

• Professional Development
• Mathematics education
• Teacher education
• Professional learning