Ways of promoting the sustainability of mathematics teachers’ professional development

Abstract

This paper deals with the sustainable effectiveness of professional development programmes. Based on a review of literature and research findings, the following questions are raised: What is regarded as an effective way of promoting mathematics teachers’ sustainable professional development? Which levels of impacts are aimed at? What are the factors promoting the effectiveness of professional development programmes? Regarding these questions, the article links theoretical considerations with research findings from a case study. A secondary mathematics teacher, taking part in a teacher professional development programme in 2002, was revisited in 2005 and 2010 to gather data regarding the sustainable impact of the programme. The case study’s results provide information about the teacher’s professional growth and lead to a discussion of implications for mathematics teachers’ professional development and teacher education in general.