An In-Service Mathematics Teacher’s Professional Growth Processs

Author: Jyh-Hwa Tzeng, Ching-Kuch Chang(Graduate Institute of Science Education, National Changhua University of Education)

Vol.&No.：Vol. 51, No.1&2
Date：October 2006
Pages：55-82
DOI：10.6300/JNTNU.2006.51.03

Abstract：

It is common for in-service mathematics teachers to change their teaching philosophy and methods when they meet with difficulties. However, it is important to create the conditions necessary for making this change a lasting one. The aim of this study was to report on the professional growth process of a vocational high school mathematics teacher, one who transformed his teaching practice from a practice based on a traditional teaching model to one based on a reform-oriented teaching model. This was a case study; participant observation, formal and informal interviews, and other data gathering procedures were used to analyze the nature and depth of opportunities for professional growth in this field. Personal stories and an Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) were used as a medium by means of which we gained insights into the underlying process of mathematics teachers’ professional growth. We found that, at least for our subject pool, mathematics teachers’ professional growth is a process that moves from the imitation of pure theory to the construction of a “teaching practice theory.” Thus it will be easy to stop a teacher’s learning if the patterns of change were too abrupt and came in the early stages of the teacher’s development, i.e. if they are “change sequences”. However, when the patterns of change are smoother and more long-term, that is, when they are “growth networks,” the teacher is more likely to be able to undergo lasting change. According to our results, the key change factors that promote mathematics teachers’ professional growth from the early stage of change sequences to the later stage of growth networks are: (1) performance and reflection; (2) doubt and belief; (3) promotion and support; (4) difficulty and capability; (5) positive feedback.

Keywords：in-service mathematics teacher, teacher change, professional growth model, teaching professional growth process

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