Profiling Teacher Change Resulting from a Professional Learning Program in Middle School Numeracy

Jane Watson, Kim Beswick, Annaliese Caney, Jane Skalicky


This paper reports on the use of a profiling instrument to evaluate an in-service
professional development program for teachers of middle school numeracy. Two
aspects of the use of the profile are reported. One relates to the aims of the profile to
reflect Lee Shulman’s seven types of teacher knowledge and to measure change in
teachers with respect to them. The second relates to the success of the program and
how this was judged from responses to the profile. Although the providers of the
program were mainly interested in this second aspect, mathematics educators more
generally should be more interested in the first due to recent trends to demand
evidence-based evaluations of teacher professional development programs.


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