Els De Geest

The Researching Effective CPD in Mathematics Education (RECME) research project

In England, current concerns about the teaching and learning of mathematics (ACME 2002, 2006; Ofsted 2008; Smith 2004; Williams 2008) are addressed partly through continuing professional development (CPD) for teachers of mathematics (ACME 2002; Ofsted 2008). In 2006 the National Centre for Excellence in the Teaching of Mathematics was set up to provide strategic leadership for mathematicsspecific CPD; it commissioned this research project to provide evidence-based advice and recommendations. It is rare to find large-scale research concerning CPD for teachers of mathematics and it is common to find that research in this area is undertaken by people who could be seen as stake-holders in the CPD initiatives being studied (as discussed by Joubert and Sutherland 2008). The RECME project, however, was both large-scale and conducted by researchers who were not involved in the CPD initiatives. It investigated 30 different professional development initiatives for teachers of mathematics taking place in the academic year 2007 2008, collecting and analysing data about their structure and organisation, as well as the responses of participating teachers. This report concerns aspects of the study related to the characterisation of the professional development initiatives and teachers’ responses to various characteristics, which we suggest provide one way of understanding the ‘effectiveness’ of professional development initiatives. The thirty initiatives in the sample fell into three types: courses; within-school initiatives; and networks in which groups of teachers from different schools or colleges met to provide mutual support. Some teachers took part in professional development to gain qualifications. However, most teachers in the courses and networks seemed to participate because they were invited, they wanted to take advantage of an opportunity, or they were encouraged to. The within-school initiatives were organised by the school, and all teachers of mathematics participated. Courses and some networks tended to introduce participants to new ideas and knowledge, frequently focusing on specific mathematical knowledge for teaching, but in some cases approaching improving mathematics teaching and learning more

Roles of research utilisation in the professional development of mathematics teachers

This empirical study investigated ways in which research is presented in continuing professional development (CPD) initiatives and the impact research utilisation in CPD has on teachers. Although there is a wealth of research on professional development for mathematics teachers (e.g. Joubert and Sutherland 2008) none seemed to address research utilisation. Our study, therefore, addresses this gap. More details can be found in De Geest (2010). The study was part of the short term noninterventionist Researching Effective CPD in Mathematics Education (RECME) project. It investigated 30 ongoing CPD initiatives representing different models of CPD for teachers of mathematics in England. Overall, about 250 teachers in preprimary, primary, secondary, further and adult education settings were involved in these initiatives. Further details about the sample selection and research design can be found in its report (NCETM 2009). For the study reported on here, we addressed two research questions: what is the effect of ‘research-involved CPD’ on teachers taking part in the CPD and in which ways is research presented and used by participants in the CPD initiatives? Data collected and analysed for the first research question consisted of free response qualitative answers to questions in an online questionnaire, which was completed by 92 of the teachers participating in the RECME project. It had one specific section related to research: ‘‘Are you aware of any research evidence underpinning any CPD which you have been involved in?’’ If yes, the follow-up question was asked: ‘‘You indicated that you are aware of research underpinning some of the CPD you have undertaken. We are interested in whether this influenced the way you felt about the CPD. Please explain here’’. Precisely half of the respondents stated that they were aware of research underpinning CPD, and offered insights in how this had influenced the way they felt about the CPD. A typical response in terms of length is: