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The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment
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Author(s): Drew Polly (The University of North Carolina – Charlotte, USA), Christie Martin (University of South Carolina, USA), Chuang Wang (The University of North Carolina – Charlotte, USA), Richard Lambert (The University of North Carolina – Charlotte, USA), David K. Pugalee (The University of North Carolina – Charlotte, USA)and Catharina W. Middleton (East Carolina University, USA)
Copyright: 2016
Pages: 24
Source title:
Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret Niess (Oregon State University, USA), Shannon Driskell (University of Dayton, USA)and Karen Hollebrands (North Carolina State University, USA)
DOI: 10.4018/978-1-5225-0120-6.ch015
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Abstract
Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.
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