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Integrating ‘Just-in-Time’ Learning in the Design of Mathematics Professional Development

Calleja, J; Foster, C; Hodgen, J; (2021) Integrating ‘Just-in-Time’ Learning in the Design of Mathematics Professional Development. Mathematics Teacher Education and Development (In press). Green open access

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Abstract

This paper describes a professional development (PD) programme design integrating just-in-time learning (JITL) to support teachers to learn about and enact inquiry teaching. Through JITL, teachers are provided with support that is responsive and applicable to their needs. This case study reports on the professional journeys of three teachers who received JITL via online resources, face-to-face meetings, opportunities for community building within and across schools, and reflections on pupils’ reactions to learning mathematics through inquiry. Findings indicate that JITL embedded within PD facilitated teacher learning about inquiry enactment, since the PD was responsive to teachers’ immediate and contextual needs. We suggest that explicit attention to JITL is given in the design of teacher PD, providing support that is made readily available for teachers to access and utilise.

Type: Article
Title: Integrating ‘Just-in-Time’ Learning in the Design of Mathematics Professional Development
Open access status: An open access version is available from UCL Discovery
Publisher version: https://mted.merga.net.au/index.php/mted/article/v...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: inquiry teaching; just-in-time learning; mathematics education; professional development; zones of enactment
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10119657
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