| Title: |
Mathematics Teachers' Professional Learning: Impact of Story Sharing and Reflective Dialogue |
| Language: |
English |
| Authors: |
Mohan, Parmeshwar Prasad; Chand, Deepa |
| Source: |
Waikato Journal of Education. 2019 24(2):73-81. |
| Availability: |
Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2019 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Mathematics Teachers; Faculty Development; Foreign Countries; Reflection; Dialogs (Language); Teacher Attitudes; Secondary School Teachers; Instructional Improvement; Teaching Experience; Peer Relationship; Educational Policy; Teaching Methods |
| Geographic Terms: |
Fiji |
| ISSN: |
2382-0373 |
| Abstract: |
This research examined the impact of story sharing and reflective dialogue on mathematics teachers' professional learning in Fiji. Employing a qualitative research methodology, semi-structured interviews were used to gather data from nine Fijian secondary school mathematics teachers. The study established that: 1) teachers improve their instructional practice when they share stories of classroom experiences of teaching with their colleagues and collectively reflect on those stories; 2) the truth of stories is that those that are concrete and willingly shared are powerful in transferring rich knowledge; and 3) when teachers share their stories with their colleagues and engage in reflective dialogue, it provides rich conversations that enhances teachers' professional growth. Understanding the impact of story sharing and reflective dialogue could provide policy makers and administrators with valuable insights into how to best accommodate into educational policy to enhance teachers' professional growth. |
| Abstractor: |
As Provided |
| Entry Date: |
2019 |
| Accession Number: |
EJ1236732 |
| Database: |
ERIC |