Cultivating teaching beliefs and practices for knowledge constructing metacognitive mathematical discourse in the classroom among pre/in-service teachers in a theory-based training environment that includes interactive technology (Hebrew)

One of the main educational goals pointed out by the OECD (Organisation for Economic Co-operation and Development) is to foster independent learners by encouraging self-regulated learning (SRL) skills, including metacognition. There is broad agreement among education researchers that teaching that combines content knowledge with pedagogical knowledge in a technological environment is essential, however, studies indicate that teachers do not include these principles in their practice. This is for several reasons: a. The Ministry of Education's professional development programs are aimed primarily at curricula and less at the independent learner skills; b. there is a lack of reinforcement of teachers' beliefs and self-efficacy to nurture independent learners in technological environments; c. teachers lack technological knowledge. The assumption underlying the current study is that if teachers are able to operate metacognitive mathematical discourse in a technological learning environment that encourages classroom discourse, they will be able to impart these skills to their students.
The current study exsamines the effect of a professional development based on a theoretical-practical combination of Self-Regulated learning (SRL) and Technological Pedagogical Content Knowledge (TPCK) on pre- and in-service teachers of mathematics. The goal of the professional development in this study is to implement skills for cultivating independent learners with the help of teaching practices that combine metacognitive mathematical discourse and the use of technological tools while encouraging a sense of self-efficacy among pre- and in-service teachers. In this study, unique content was cast into each of the three components of nurturing independent learners: content knowledge – solving math problems; pedagogical knowledge – knowledge construction with an emphasis on the learner at the center through mathematical-metacognitive discourse; and a technological environment – which is an effective platform for implementing these teaching practices.
The study is experimental-interventional, using mixed methods – a quantitative approach and a qualitative approach. The sample includes 40 mathematics in-service teachers and 40 mathematics pre-service teachers. Before and after the intervention, the pre- and in-service teachers were evaluated using declarative assessment tools – open-ended and close-ended questionnaires, as well as in-depth interviews to examine the sense of self-efficacy and beliefs regarding mathematical-metacognitive discourse and knowledge construction with the help of technological tools. Six months after the intervention, a focus group of pre- and in-service teachers (who underwent the professional development program compared to non-trained participants) was evaluated using an interview as well as an authentic assessment tool: lesson observation. The implementation of teaching practices over time was assessed using observations and in-depth interviews.
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The research has theoretical, methodological and practical contributions to pre- and in-service teachers. The research literature shows that most studies examine one research group – inservice teachers or pre-service teachers. There is a lack of research about professional development aimed at both the needs of inservice teachers and the needs of pre-service teachers, as a uniform training program based on theory and metacognitive practice, with an emphasis on independent learners in a technological environment. The current study deals with a professional development program aimed at pre- and inservice teachers as agents of change in the implementation of teaching pedagogies in the 21st century.
The research findings indicate that the intervention program improved teachers' and pre-service teachers' beliefs and capabilities in student-centered instruction, metacognition, mathematical discourse, and technology integration. However, differences were found between the groups regarding their self-efficacy in developing classroom discourse; while in-service teachers reported an increase in self-efficacy, pre-service teachers reported a decrease in self-efficacy.
Studies indicate that teachers often do not nurture 21st-century skills among learners, due to a lack of knowledge, beliefs, and in-class practices. The findings of the study show that the professional development program had a significant contribution to the development of practices for nurturing independent learners, knowledge construction and metacognitive skills. In addition. It helped increase the sense of self-efficacy to integrate metacognition and pedagogical knowledge to develop mathematical discourse and integrating a technological environment to support learning. Some differences were found between the study groups. The explicit theoretical-practical basis may encourage follow-up studies that will examine training programs while monitoring teaching outcomes and the connection to student achievements.