Abstract

This paper reports on the needs identified as important to 27 novice elementary mathematics teachers and examines how Connect-ME, an online mathematics community, provides these supports. Qualitative data were collected using two focus groups and 16 telephone interviews. Findings validate the need for alternative teacher professional development (TPD) models and the value of professional communities and knowledge acquired through technology-facilitated learning. The results indicate that teachers actively seek formal and informal TPD experiences, opportunities for sharing and communicating, and access to quality resources. This study provides educational researchers and administrators with essential elements for effectively supporting novice elementary mathematics teachers.

Citation

Dalgarno, N. & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education: An International Journal of Research and Studies, 23(7), 1051-1065. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/76088/.

Keywords

• Beginning Teachers
• computer mediated communication
• educational technology
• elementary education
• Elementary School Mathematics
• Elementary School Teachers
• focus groups
• Foreign Countries
• information technology
• Interviews
• Mathematics Teachers
• Pedagogical Content Knowledge
• professional development
• Telecommunications
• Web Sites