What Research Shows about Mathematics Teachers' Learning Needs: Experience from Latvia
DOI:
https://doi.org/10.17770/sie2015vol2.457Keywords:
lesson observation, mathematics teachers’ needsAbstract
The implementation of new skills (competencies) according to education regulation documents in 2006 – 2008 demanded a change in the Mathematics and Science teaching practice in Latvia. Work on the new education reform started this year (2015). The aim of the research is to look for the answers to the following questions – do the changes in learning approach occur and are teachers’ skills sufficient for organizing a different teaching process? What are the learning needs expressed by teachers and concluded by experts? The range of cognitive activity, collaboration and focusing on students’ learning are the criteria set for lesson observations. The research shows a tendency that changes envisioned in education policy resolutions fail to be reflected in school practice. In many cases, the demonstrated teachers’ instructional skills were insufficient. The research shows the clear need to improve the instructional skills - to develop higher order cognitive skills (HOCS) oriented learning activities, to organize students’ collaboration etc. The research proves the existence of the need to improve teachers’ reflection skills and points to the deep contradiction between teachers’ performance in the classroom and their own understanding about it.
Downloads
References
Barber, M. & Mourshed, M. (2007). How the world’s best performing school systems come out on top. McKinsey & Co. On http://www.smhc-cpre.org/wp-content/uploads/2008/07/how-the-worlds-best-performing-school-systems-come-out-on-top-sept-072.pdf
Cobern, W., Loving, C. (2008). An essay for educators: Epistemological realism really is common sense. Science & Education, 17, 425-447.
Ege, S., Coppola, B., Lawton, R. (1997). The University of Michigan Undergraduate Chemistry Curriculum 1. Philosophy, Curriculum and the Nature of Change. Journal of Chemical Education, 75 (12).
France, I. (2010). The Research Skills in Mathematics Content for Grades 7 to 12, their Implementation into Practice. Society, Integration, Education. (pp. 207 - 214). Rezekne: Rezekne Higher Educ Inst.
Fullan, M. (2011). Whole system reform for innovative teaching and learning. In ITL Research. Innovative teaching and learning research: 2011 Findings and Implications (pp.30-39). Retrieved from http://www.itlresearch.com/research-a-reports/2011-itl-research-findings
Hattie, J. (2012). Visible learning for teachers. Maximizing impact of learning. London and New York: Routledge.
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In: N. Denzin and Y. Lincoln (Eds.), Handbook of Qualitative Research. London: SAGE.
Namsone D. (2010). Dabaszinātnes skolā – atbilstoši laikam. Lielvārds.
Namsone, D. & Cakane, L. (2014). How Teachers Can Learn to Reflect and Collaborate: Experiences from Latvia. In: C. Bolte, F. Rauch, (Eds.), Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 80-82). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).
Niaz, M. (2011). Innovating Science Teacher Education. A History and philosophy of Science perspective. New York and London: Routledge.
Niemi, H., & Jakky-Sihvonen, R. (2009). Teacher education curriculum of secondary school teachers. Revista de educacion, 173-202.
Olson, J. (2003). School technology education: the search for authenticity. In: E.W. Jenkins (Eds.), Innovations in science and technology education. Vol. VIII. Paris: UNESCO Publishing.
Pavlova, M., Pitt, J. (2003). Technology education in the Russian Federation: is the perspective clear? In: E.W. Jenkins (Eds.), Innovations in science and technology education. Vol. VIII. Paris: UNESCO Publishing.
PROFILES Project. http://www.profiles-project.eu/work_packages/index.html
Rauch,F., Dulle,M., Namsone,D., Gorghiu,G. (2014). PROFILES Networks: Three International Examples. Science Education International. 25(2), 97-114.
Šapkova, A. (2013). Study on Latvian Mathematics Teachers’ Espoused Beliefs about Teaching and Learning and Reported Practices. International Journal of Science and Mathematics Education,11(3), 733-759.
Study programme Teacher of Natural Sciences and Information Technology http://www.lu.lv/gribustudet/katalogs/katalogi-anglu-valoda/study-programme-catalog/?user_phpfileexecutor_pi1[program_id]=21219
Van Driel, J., Beijaard, D., & Verloop, N. ( 2001). Professional development and reform in science education: the role of teachers’ practical knowledge. Journal of Research in Science teaching, 38(2),137-158.
Volkinsteine, J., Namsone, D., Cakane, L. (2014). Latvian chemistry teachers’ skills to organize student scientific inquiry. Problems of education in the 21st Century, 59, 86 – 98.
