The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

Witterholt, M., Goedhart, M., Suhre, C. & van Streun, A., Jul-2012, In : Teaching and Teacher Education. 28, 5, p. 661-674 14 p.

Research output: Contribution to journalArticleAcademicpeer-review

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher's professional development. We show that the teacher's practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils. (C) 2012 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)661-674
Number of pages14
JournalTeaching and Teacher Education
Issue number5
Publication statusPublished - Jul-2012


  • Professional development, Practical knowledge, Teaching practice, Modelling teacher change, PRACTICAL KNOWLEDGE, SCIENCE, EDUCATION, DESIGN, REFORM

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