Research On The Professional Development Of Primary School Mathematics Teachers From The Perspective Of TPACK

Teachers' professional development demands thinking about two basic prerequisites:how can be a teacher grow into a professional mathematics teacher in elementary school?Is it possible to speed up the professional growth of a mathematics teacher?This study is based on the thought of the above two prerequisites,which contains three questions:Question 1:What are the instructional factors that may influence teachers'professional growth?Question 2:How may we use these elements to promote novice teachers'professional growth?Question 3:How may we accelerate the professional growth of novice teachers?Based on a review of the literature,the study first proposed a framework of key elements for mathematics teaching(KMT),Based on the existing research results of the elementary school to construct the mathematics teaching key elements of the framework(KMT)including structure,representation,question and technology.Next,the study analyzed 16 classroom lessons of four expert elementary mathematics teachers.Both quantitative and qualitative analyses were conducted to identify instructional strategies.Findings reveal a advanced model of expert teachers' classroom teaching based on the KMT framework.In particular,expert teachers' lessons structures demonstrate characteristics of iterative progression.Representations uses indicate a process of cyclic rising.Teacher questioning were systematically designed to pursue efficiency.Finally,technology uses have features of from ideal integration to the deep application and from application to understanding.Next,this study applied the KMT framework of expert teachers' teaching strategies to study a novice teachers' professional development.Through a one year follow-up study of a new elementary mathematics teacher in comparison with expert teachers' classroom instruction,this study revealed three stages of novice teachers'professional growth including:a stage dominated by personal teaching experience,a stage of textbook study and adaptation,and a stage of attending student learning.Furthermore,this study development a model of novice.teacher's professional growth that has three dimensions:KMT,capability,and time.Finally,this study applied the above research findings about novice teacher professional growth to the case of pre-service teachers,this study designed a training mode for pre-service teachers' professional development and explored the effect of this model on pre-service teachers' professional growth.Results further indicate the potential replication of research findings.Consequently,a model of pre-service teachers' professional promotion was generated.Based on the above research findings and further discussions,this study made continuous reflection on mathematics teachers' professional development.That is,mathematics teachers' professional development is a spiral model where enriching teacher knowledge and enhancing their implementation capability are utmost import.This study further ponded upon teacher professional development and its future.It was concluded that teacher professional development should be geared toward the curriculum needs along with reflective practice.