How does professional development influence Norwegian teachers’ discourses on good mathematics teaching?
Abstract
This study examines how practice-based professional development influences the discourse of a group of Norwegian primary mathematics teachers. Through cycles of enactment and investigation, in-service teachers (ISTs) learn teaching practices that constitute ambitious teaching. The teachers are interviewed before and after professional development and a coding-scheme from the analysis of the pre-interviews is used to analyze the post-interviews to find changes in how teachers conceptualize good mathematics teaching. The findings show that new categories emerge in how the teachers conceptualize good mathematics teaching.