Teachers' knowledge development after participation in a community of inquiry professional development program

Ahlam Anabousy, Michal Tabach

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The current study aimed to assess whether teachers’ pedagogical technologicalknowledge (PTK) differed significantly after they participated in a professionaldevelopment (PD) program based on Community of Inquiry (CoI) practices. It furthersought to examine the effect of teachers' personal characteristics on the developmentof their PTK components. Forty-two middle school mathematics teachers participatedin the study. Data collected using Thomas and Palmer's PTK questionnaire underwentstatistical analysis. The results indicate that teachers’ PTK components differedsignificantly after they participated in a CoI PD program, with the exception of thecontent knowledge component. Background variables had an impact on thedevelopment of some PTK components among the participants in the CoI PD program.
Original languageEnglish
Title of host publicationProceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
EditorsMellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale
Place of PublicationPretoria, South Africa
PublisherPME
Pages17-24
Number of pages8
Volume2
ISBN (Electronic)9780639821535
ISBN (Print)9780639821528
StatePublished - 2019
Event43rd Conference of the International Group for the Psychology of Mathematics Education - Pretoria, South Africa
Duration: 7 Jul 201912 Jul 2019
http://www.igpme.org/publications/current-proceedings/

Conference

Conference43rd Conference of the International Group for the Psychology of Mathematics Education
Country/TerritorySouth Africa
CityPretoria
Period7/07/1912/07/19
Internet address

Fingerprint

Dive into the research topics of 'Teachers' knowledge development after participation in a community of inquiry professional development program'. Together they form a unique fingerprint.

Cite this