Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning
Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mat...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-01-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/1/68 |
| _version_ | 1797443551284428800 |
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| author | Jessica Hunt Alejandra Duarte Brittany Miller Brianna Bentley Laura Albrecht Lance Kruse |
| author_facet | Jessica Hunt Alejandra Duarte Brittany Miller Brianna Bentley Laura Albrecht Lance Kruse |
| author_sort | Jessica Hunt |
| collection | DOAJ |
| description | Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared. |
| first_indexed | 2024-03-09T12:58:41Z |
| format | Article |
| id | doaj.art-49cf6083db04462286dd6e76700d50dd |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T12:58:41Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-49cf6083db04462286dd6e76700d50dd2023-11-30T21:57:10ZengMDPI AGEducation Sciences2227-71022023-01-011316810.3390/educsci13010068Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional LearningJessica Hunt0Alejandra Duarte1Brittany Miller2Brianna Bentley3Laura Albrecht4Lance Kruse5Department of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27695, USADepartment of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27695, USAFriday Institute for Educational Innovation, Raleigh, NC 27606, USADepartment of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27695, USAFriday Institute for Educational Innovation, Raleigh, NC 27606, USAFriday Institute for Educational Innovation, Raleigh, NC 27606, USAEfforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared.https://www.mdpi.com/2227-7102/13/1/68early childhoodmathematicsprofessional developmentteacher beliefsMOOC |
| spellingShingle | Jessica Hunt Alejandra Duarte Brittany Miller Brianna Bentley Laura Albrecht Lance Kruse Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning Education Sciences early childhood mathematics professional development teacher beliefs MOOC |
| title | Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning |
| title_full | Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning |
| title_fullStr | Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning |
| title_full_unstemmed | Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning |
| title_short | Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning |
| title_sort | teacher beliefs and perspectives of practice impacts of online professional learning |
| topic | early childhood mathematics professional development teacher beliefs MOOC |
| url | https://www.mdpi.com/2227-7102/13/1/68 |
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