Teachers’ Professional Learning and Development in Mathematics Education

Abstract

In this chapter we review Australasian research surrounding practising teachers’ professional learning and development in mathematics education. We adopt a broad view of teacher professional learning by considering all aspects of teacher learning and development as well as publications that sought to conceptualise and theorise teacher learning. To help structure the chapter, we developed a framework that allowed us to interrogate each report of teacher learning in a systematic way according to six components: purpose; context and learning focus; models; theories of learning; scope, scale and duration; and impact. Discussion of the literature according to this framework assisted in the identification of particular patterns and trends in teacher professional learning and development research in Australasia in the period 2016–2019. Drawing upon our discussion of research literature, the concluding section draws together the most prevalent aspects of professional learning research in the current review period, makes comparisons with what was reported in previous reviews and provides thoughts about where future research in teacher professional learning in mathematics education might develop.