Personalized staff development: The effect of reflective dialogue on the beliefs, values, and practices of three elementary school mathematics teachers.

Abstract

This study focuses on individual teacher's beliefs, values, and practices in mathematics, and the conditions of change in an alternative staff development program. I explored three elementary school teachers' ideas and practices through group and individual reflective dialogue. The data revealed distinct teaching personalities based on the individual's beliefs and background in the domains of knowledge and sense of mathematics as a field and as a school subject, major beliefs concerning the teaching and learning of mathematics, perceptions of the teacher and student roles, views on student assessment in mathematics, and other perceived influences on the teaching and learning of mathematics particular to the individual teacher. Findings revealed teachers who are generally under tension from various segments of the population and are torn between trying to satisfy all holding to their own values and beliefs in regard to mathematics teaching and learning. Changes that occurred, self-reported and observed, were most often particular to the teacher and flowed from a relation to a previously-held belief, rather than a change in the form of a complete turn-around. The study may be helpful as evidence for the need to construct support systems for teachers of mathematics. Time for teachers, not only to reflect on their beliefs, but also to dialogue and be exposed to alternatives, is necessary if current goals in mathematics education are to be personally achievable.