Down the road: teacher’s perceptions and uptake of PD after several years

Abstract

This study captured middle and high school teachers’ perceptions of what they learned from professional development 3-4 years after participating in one of three NSF funded year-long professional development (PD) projects. We surveyed teachers (n=66) from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from PD experiences 3-4 years down the road especially those they find relevant to their current teaching position. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and these learnings have evolved through colleague collaboration and other PD opportunities