Teachers' knowledge development after participation in a community of inquiry professional development program

Ahlam Anabousy; Michal Tabach

Teachers' knowledge development after participation in a community of inquiry professional development program

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The current study aimed to assess whether teachers’ pedagogical technologicalknowledge (PTK) differed significantly after they participated in a professionaldevelopment (PD) program based on Community of Inquiry (CoI) practices. It furthersought to examine the effect of teachers' personal characteristics on the developmentof their PTK components. Forty-two middle school mathematics teachers participatedin the study. Data collected using Thomas and Palmer's PTK questionnaire underwentstatistical analysis. The results indicate that teachers’ PTK components differedsignificantly after they participated in a CoI PD program, with the exception of thecontent knowledge component. Background variables had an impact on thedevelopment of some PTK components among the participants in the CoI PD program.

Original language	English
Title of host publication	Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
Editors	Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale
Place of Publication	Pretoria, South Africa
Pages	17-24
Number of pages	8
Volume	2
ISBN (Electronic)	9780639821535
State	Published - 2019
Event	43rd Conference of the International Group for the Psychology of Mathematics Education - Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 http://www.igpme.org/publications/current-proceedings/

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	2

Conference

Conference	43rd Conference of the International Group for the Psychology of Mathematics Education
Country/Territory	South Africa
City	Pretoria
Period	7/07/19 → 12/07/19
Internet address	http://www.igpme.org/publications/current-proceedings/

All Science Journal Classification (ASJC) codes

Mathematics (miscellaneous)
Developmental and Educational Psychology
Experimental and Cognitive Psychology
Education

Cite this

Anabousy, A., & Tabach, M. (2019). Teachers' knowledge development after participation in a community of inquiry professional development program. In M. Graven, H. Venkat, A. A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 17-24). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2)..

Anabousy, Ahlam ; Tabach, Michal. / Teachers' knowledge development after participation in a community of inquiry professional development program. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale. Vol. 2 Pretoria, South Africa, 2019. pp. 17-24 (Proceedings of the International Group for the Psychology of Mathematics Education).

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title = "Teachers' knowledge development after participation in a community of inquiry professional development program",

abstract = "The current study aimed to assess whether teachers{\textquoteright} pedagogical technologicalknowledge (PTK) differed significantly after they participated in a professionaldevelopment (PD) program based on Community of Inquiry (CoI) practices. It furthersought to examine the effect of teachers' personal characteristics on the developmentof their PTK components. Forty-two middle school mathematics teachers participatedin the study. Data collected using Thomas and Palmer's PTK questionnaire underwentstatistical analysis. The results indicate that teachers{\textquoteright} PTK components differedsignificantly after they participated in a CoI PD program, with the exception of thecontent knowledge component. Background variables had an impact on thedevelopment of some PTK components among the participants in the CoI PD program.",

author = "Ahlam Anabousy and Michal Tabach",

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year = "2019",

language = "الإنجليزيّة",

isbn = "9780639821528",

volume = "2",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

pages = "17--24",

editor = "Mellony Graven and Hamsa Venkat and Essien, {Anthony A} and Pamela Vale",

booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education",

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Anabousy, A & Tabach, M 2019, Teachers' knowledge development after participation in a community of inquiry professional development program. in M Graven, H Venkat, AA Essien & P Vale (eds), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. vol. 2, Proceedings of the International Group for the Psychology of Mathematics Education, vol. 2, Pretoria, South Africa, pp. 17-24, 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7/07/19.

Teachers' knowledge development after participation in a community of inquiry professional development program. / Anabousy, Ahlam; Tabach, Michal.
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale. Vol. 2 Pretoria, South Africa, 2019. p. 17-24 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - The current study aimed to assess whether teachers’ pedagogical technologicalknowledge (PTK) differed significantly after they participated in a professionaldevelopment (PD) program based on Community of Inquiry (CoI) practices. It furthersought to examine the effect of teachers' personal characteristics on the developmentof their PTK components. Forty-two middle school mathematics teachers participatedin the study. Data collected using Thomas and Palmer's PTK questionnaire underwentstatistical analysis. The results indicate that teachers’ PTK components differedsignificantly after they participated in a CoI PD program, with the exception of thecontent knowledge component. Background variables had an impact on thedevelopment of some PTK components among the participants in the CoI PD program.

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Anabousy A, Tabach M. Teachers' knowledge development after participation in a community of inquiry professional development program. In Graven M, Venkat H, Essien AA, Vale P, editors, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. Vol. 2. Pretoria, South Africa. 2019. p. 17-24. (Proceedings of the International Group for the Psychology of Mathematics Education).

Teachers' knowledge development after participation in a community of inquiry professional development program

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

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