Teacher professional growth: a study of primary teachers involved in mathematics professional development

This study examined whether professional development programs can act as appropriate vehicles for the professional growth of teachers of primary mathematics. A longitudinal study was conducted of primary teachers involved in a Victorian mathematics professional development program, Exploring Mathematics in Classrooms (EMIC). The professional growth of six teacher participants in one EMIC course was examined over a period of 18 months. A case study research approach was adopted and data gathered through observations, interviews, questionnaire, and the collection of teacher work documents. A theoretical model of teacher professional growth was used to represent the teachers' growth. The data provided evidence of a strong link between the content and outcomes of professional development programs. The study provided insight into the processes involved in teacher professional growth and factors associated with the way professional development programs influence growth.