CONCEPTUAL FRAMEWORK OF A BLENDED PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS

Abstract

The study presents a conceptual framework of a blended professional development program for teacher success in deep learning and enhanced practice. Twenty-nine middle school teachers (22 first year and 7 continuing teachers) participated in a year-long blended professional development program. Effects of the blended PD program were measured by analyzing the content of participants’ virtual interactions, i.e. 1,149 online threaded discussion messages. The continuing teachers were more actively engaged in the Online Community of Practice than the first year teachers. The types of structured assignments and learning time influenced the level of participation but did not make a significant impact on the content of interactions. Most virtual interactions involved the sharing of instructional ideas based on personal experiences. Results showed the changes of participants’ teaching practice toward more student-centered lessons, encouraging students’ (verbal) engagement, using various questioning strategies, and using collaborative group work employing a wider variety of resources.