A model for the integrated professional development of Secondary Mathematics teachers

Year: 2001

Author: Ngoepe, Mapula, Grayson, Diane, Treagust, David

Type of paper: Abstract refereed

This paper presents part of baseline information on the activities done by teachers in their classrooms. This is done with the purpose of establishing professional intervention, which will address the professional needs of secondary mathematics teachers in the South African context. The data on the teachers’ classroom practice with regard to teaching styles, content knowledge, overt professional attitudes and classroom management was collected using classroom observations. This research was carried out with the teachers in their own classrooms in keeping with the situative approach for research in teacher education (Putnam & Borko, p. 4, 2000). The findings will be used to guide professional development intervention for secondary mathematics teachers.