Models of Professional Development for Mathematics Teachers

数学教师专业发展模式项目对K-12年级数学教师专业发展模式进行了全面研究。研究团队将确定专业发展计划中的关键结构和框架，并确定专业发展模式的类型。该项目的目标是鼓励研究人员和专业开发人员重新定义数学专业发展，开发共享语言，并重新讨论有效的数学教师专业发展。该项目团队包括北卡罗来纳州立大学的教师和学生以及美国研究所的一名研究科学家。项目组通过研究数学教师教育研究文献，对数学专业发展（MPD）的描述性数据进行编码和分析。他们也在采访他们确定的研究的作者。该项目调查了一个普遍的问题：数学教师教育工作者在设计和实施数学专业发展时使用的各种模式是什么？具体来说，他们问的是：1。在面向K-12教师的MPD设计中，存在的目标、理论框架、背景和结构之间的异同是什么？如何命名和定义MPD的各种特征？3. 如何将各种MPD设计的特点组合成有意义的模型？定义这些模型的主要元素是什么？研究人员希望，他们描述专业发展模型的努力将帮助教育者摆脱围绕几个显著特征设计的专业发展，转向包含理论框架和协同工作的连贯特征的专业发展模型。他们希望专业开发人员和研究人员使用一种共同的语言来研究和评估专业发展。他们对现有数学教学专业发展项目的分析将得出以下结论：经验建立了MPD的特征和模型的定义，并解释了组成这些模型的各种元素。用于MPD模型分类和组织现有MPD的当前信息的编码协议。一个组织MPD知识的理论框架，可以在教师创新MPD设计中培养思考这些模型的新方法。一系列与研究相关的创新，如研究MPD的新假设，测试专业发展各种特征的解释和预测有效性的新方法，以及描述MPD中最新状态的新格式。可以支持对MPD.6的最佳实践或有效特性进行修订的概念。一个开源的，基于网络的，可搜索的数据库，描述了各种MPD。这一探索性项目将为数学教育界提供一个机会，让他们更多地了解专业发展和开展专业发展研究的方法。

The Models of Professional Development for Mathematics Teachers project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics. The project team includes faculty and students at North Carolina State University and a research scientist at American Institutes for Research. The project team is coding and analyzing descriptive data on mathematics professional development (MPD) gathered from studying mathematics teacher education research literature. They are also conducting interviews with authors of the studies they have identified. The project is investigating the general question: What are the various models used by mathematics teacher educators when designing and implementing mathematics professional development? Specifically, they are asking:1. What are similarities and differences across goals, theoretical frameworks, contexts and structures that exist in the design of MPD offered to K-12 teachers?2. How does the field name and define various characteristics of MPD? 3. How can the characteristics of the various MPD designs be grouped into meaningful models? What are the main elements that define these models?The researchers hope that their efforts to describe models of professional development will help educators to move away from professional development designed around a few salient features and move toward professional development models that contain a theoretical framework and coherent features that work together. They want professional developers and researchers to use a common language to study and assess professional development. Their analysis of existing professional development projects in mathematics teaching will offer the following outcomes:1. An empirically established definition of characteristics and models of MPD, with explanations of the various elements that comprise these models.2. A coding protocol for use in the classification of MPD models and the organization of current information about existing MPD.3. A theoretical framework for organizing knowledge about MPD that can foster new ways to think about these models in the design of innovative MPD for teachers.4. A set of research-related innovations such as new hypotheses for studying MPD, new approaches to testing the explanatory and predictive validity of various features of professional development, and new formats for describing the state of the art in MPD.5. Concepts that can support a revision of what is meant by best practices or effective features of MPD.6. An open-source, web-based, searchable database with descriptions of various MPD.This exploratory project will provide an opportunity for the mathematics education field to learn more about professional development and approaches to conducting research on professional development.