Proposed structural refinements to the interconnected model of teacher professional growth

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

Abstract

This paper proposes structural modification of the Clarke and Hollingsworth (2002) Interconnected Model of Teacher Professional Growth (IMTPG) based on results from doctoral research that studied the changes in mathematical knowledge and beliefs of two Year 5/6 teachers as they implemented a four-week, innovative curriculum unit. These inclusions into the current model expand its analytical, interrogatory and predictive functions. This in turn increases its relevance for those implementing professional learning at the school level, enabling them greater insight into the aspects of a teacher’s world that require more support, and possibly more challenge.
Original languageEnglish
Title of host publicationMaking waves, opening spaces
Subtitle of host publicationProceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia
EditorsJodie Hunter, Lisa Darragh, Pam Perger
Place of PublicationAdelaide, SA
PublisherMathematics Education Research Group of Australasia
Pages495-502
Number of pages8
ISBN (Electronic)9781920846282
Publication statusPublished - Jul 2018
Externally publishedYes
EventAnnual Conference of the Mathematics Education Research Group of Australasia (41st : 2018) - Massey University, Auckland, New Zealand
Duration: 1 Jul 20185 Jul 2018

Conference

ConferenceAnnual Conference of the Mathematics Education Research Group of Australasia (41st : 2018)
Country/TerritoryNew Zealand
CityAuckland
Period1/07/185/07/18

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