Abstract
Enhancing the pedagogy of mathematics teachers (EPMT) project is a hybrid model of professional development (PD) that reflects a gradual shift in the centre of gravity away from the University-based, “supply-side”, “off-line” forms of knowledge production conducted by university scholars for teachers towards an emergent school-based, demand-side, on-line, in situ forms of knowledge production conducted by teachers with support from university scholars. The aims of the EPMT project were threefold: to provide teachers with training, to facilitate teachers’ work (practice and feedback) at the school level and to enthuse and support teachers to contribute towards the development of fellow teachers. This paper examines two project participants’ infusion of their learning in classroom practice. From the lessons enacted by the two teachers it was apparent that both teachers were able to apply their learning in their lessons. The teachers also manifested changes in their perception of teaching mathematics.
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This paper is based on the funded project CRP 06/06 BK of the Centre for Research in Pedagogy and Practice at the National Institute of Education, Nanyang Technological University, Singapore.
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Kaur, B. Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development. ZDM Mathematics Education 43, 791–803 (2011). https://doi.org/10.1007/s11858-011-0364-z
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DOI: https://doi.org/10.1007/s11858-011-0364-z