Implications and impact of research on teacher belief, inquiry based practice and characteristics of professional development that effect change in secondary mathematics teachers' classroom practices

Abstract

This research paper explores the implication of an inquiry-based classroom teaching practice which had impact on the beliefs of secondary mathematics teachers where Open-ended interviews have been used to have a look at differences in secondary mathematics instructors’ beliefs about perfect classroom practices formed by experience to prospective professional development program based on one-of-a-kind of theoretical frameworks. Teachers who had participated in an in depth, inquiry-based, prospective professional development program  that  focused  on  favored  teaching  methodologies  from  a  constructivist,  inquiry-based  attitude  defined were in comparison with instructors who had been via traditional prospective professional development workshops. Analysis of interviews based on the academics’ responses to each  conceptual  and  mathematics  questions  that  worried  the  idea  of  compactness  discovered  perception  into  the  teachers’  preferred  teaching  methodologies,  their  ideals 

approximately  how  students  study,  their  attitudes  toward  their  own  learning, and their intensity of information of the idea of compactness. This research also show that, for a few teachers, extensive prospective  professional  program  can  create  a  important  changes  in  teachers’  beliefs  about  best possible teaching practice. On the basis of the findings of this research, implications and impact of inquiry–based practice for professional development programmes are discussed.