Assessment on impact of in-service, inquiry based and intensive professional development program on the methodologies, beliefs and attitudes for senior secondary mathematics teachers in their classroom teaching

Education

There has been abundance awareness about enhancing the skills and abilities of students in mathematics at senior secondary level. One critical factor is the quality of teacher education programs for preparing mathematics teachers for senior secondary. For this Open-ended interviews had been used to study variations in senior secondary teacher’s views about perfect classroom approaches formed by exposure to in-service, inquiry based and intensive professional development applications based on extraordinary theoretical frameworks. Teachers who had participated in an extensive, inquiry-primarily based, in-provider professional development program that targeted on preferred teaching methodologies from a constructivist, inquiry-based totally attitude defined in the “first-rate practices” literature had been in comparison with teachers who have been via conventional in service professional development program. Analysis of interviews primarily based on the academics’ responses to both intangible and numerical questions that involved the idea of compactness found out perception into the teachers’ desired teaching methodologies, their ideas about how students analyze, their attitudes towards their personal learning, and their depth of expertise of the concept of compactness. This research paper assessing that, for a few teachers, extensive in-service professional development can produce a significant change in senior secondary teachers’ approaches about their useful teaching practice in the mathematics classroom . But this modification can have unforeseen consequences; in this situation, the formation of a set of ideas that forgot the significance of constructing quantitative skills as well a conceptual understanding of the standards being taught

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