Abstract
Researchers have approached to teacher change in different ways: as a learner, as a teacher, and as a colleague. This study aims to analyze teachers’ pedagogical changes within the professionally collaborated training program supported with on-the-job visits in their teaching environments. Five elementary mathematics teachers were involved in the study which was organized as a longitudinal professional program aiming at teachers’ classroom practices. By analyzing teaching practices and interviews through Reformed Teaching Observation Protocol (RTOP), the results show that teachers had various characteristics in terms of enacting their pedagogical goals. The study concludes that sample classroom implementations and pedagogical discussions have impact on teachers’ beliefs about putting pedagogical goals into practice.
Highlights
The changing and developing world requires individuals to develop new learning strategies and skills according to the needs of the world
The pedagogical changes the teachers went through were observed via classroom practices and pedagogical discussion sessions conducted throughout the study, which examined teachers’ pedagogical change depending on on-site support during teaching
It is clear that teachers should go beyond traditional perception of in-service training and take part in their own learning processes and should not be seen only as practitioners (Check, 1997)
Summary
The changing and developing world requires individuals to develop new learning strategies and skills according to the needs of the world. Teachers are the ones who can apply such changes to help students adapt to new conditions in the changing world. One of the ways for helping teachers change their pedagogical practices is to guide them to be aware of their own teaching process (Pennington, 1995). Research on teacher change shows that teachers pass through a series of change/adaptation process during implementing new pedagogical approaches in their classrooms. These changes include perceptions about students, aligning teaching according to students’ learning, sharing the authority in the classroom and understanding of students’ abilities to construct mathematical knowledge (Clarke & Hollingsworth, 2002; Hand, Norton-Meier, Gunel, & Akkus, 2016; Nelson, 1997)
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