Structuring Secondary Mathematics Teacher Preparation Through a Professional Development Framework

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Links to Files

https://www.ijres.org/papers/Volume-10/Issue-12/1012194208.pdf

Permanent Link

http://hdl.handle.net/11603/26641

Collections

UMBC GESTAR II
UMBC Faculty Collection

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0003-0378-9388
 https://orcid.org/0000-0003-0343-4595

Date

2022-12

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

"Rakes Christopher et al. Structuring Secondary Mathematics Teacher Preparation Through a Professional Development Framework. International Journal of Research in Engineering and Science (IJRES) 10, no. 12 (Dec. 1, 2022): 194-208. https://www.ijres.org/papers/Volume-10/Issue-12/1012194208.pdf."

Rights

Subjects

PrimeD framework
Grades 7-12 mathematics teacher preparation.
design-based research
(RTOP+

Abstract

This study examined the use of the PrimeD framework to improve secondary (Grades 7-12) mathematics teacher preparation. The study used design-based research through a four-year treatment-only mixed methods triangulation design. Data sources were program documents and assessments, focus groups, interviews, and field experience observations. The Reformed Teaching Observation Protocol with Performance Descriptors (RTOP+) measured candidates’ teaching quality at three time points during the student teaching internship. As the program incorporated more features of PrimeD, supervisors and mentor teachers increasingly took on leadership roles and each subsequent cohort demonstrated stronger growth on the RTOP+