A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive statistics, t-tests, ANCOVA, and thematic analysis were used. While the co-learner teachers tended to have higher self efficacy scores, the adjusted posttest means were not statistically different. Thematic analysis indicated that both groups were positive in their evaluations of their professional development. Implications for professional development are discussed.
Ribeiro, J.J., DeMagistris, D. (2009). Does a co-learner delivery model in a mathematics methods course affect pre-service teacher candidates’ self-efficacy in teaching mathematics? Paper presented at the Annual meeting of the New England Educational Research Organization Portsmouth, NH.
Ribeiro, John J. and DeMagistris, Denise, "Does a Co-Learner Delivery Model in Professional Development Affect Teachers’ Self-Efficacy in Teaching Mathematics" (2009). Teacher Education. Paper 4.
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