| Summary: | 博士 === 國立彰化師範大學 === 科學教育研究所 === 94 === A Study of Two In-service Mathematics Teachers’ Teaching Professional Growth Process and the Influential Factors
Jyh-Hwa Tzeng
Abstract
There exists nowadays consensus on the importance of mathematics teachers’ teaching professional growth. Also it was known that in-service mathematics teachers break off their change on teaching practice or belief when met with difficulties were not unusual. Why broken and how do we create conditions required to help the occurrence of change that is more lasting change are really important issues. The aims of this study were to investigate the teaching professional growth process of two in-service mathematics teachers who transforming their teaching practice from traditional teaching model to reform-oriented teaching model, to explore the suspended/on-going teaching change patterns, and to find the key influential factors that affecting their change. Qualitative case study methods included participant observations, formal and informal interviews, and other data gathering procedures were used to capture the depth meanings, patterns and influential factors during their teaching professional growth process. Case stories and The Interconnected Model of Professional Growth(Clarke & Hollingsworth, 2002) were also used as a medium through which we gained insight into the underlying processes of the mathematics teachers’ professional growth. The data provide evidence that it would be easy to leave off learning if the patterns of change were change sequences in the beginning of development. When the patterns of teaching change were growth networks, the teacher would get lasting change. The patterns that emerged from the two mathematics teachers’ common professional growth process were from exploring the meaning construction of their teaching practice, to inventing their vision about teaching and then, sharing it with others. The influential factors that promote mathematics teachers professional growth from change sequences to growth networks were three internal factors: (1) to doubt their own teaching practice and believe the theory would be helpful; (2) to enact and reflect by themselves; (3) the difficulties of designing math tasks and their capability match well, and the other two external factors were: (4) critical friends’ promotion and support; (5) their students’ positive feedback. Based on the findings of this study, some recommendations were suggested respectively for the mathematics teachers, the teacher educators, and the future study.
Key words: in-service mathematics teacher, influential factor, teaching professional growth, teacher change, professional growth process
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