Teachers' changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai.

Xingfeng Huang, Mun Yee Lai, Rongjin Huang

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Article in ZDM : the international journal on mathematics education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed

6.5field-weighted citation impact, top 3% of its field

1 · What the graph read from it

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3 · Its place in the literature

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1 citing paper in PubMed, 11 citations in OpenAlex.

Assessment in mathematics: a study on teachers' practices in times of pandemic.ZDM : the international journal on mathematics education · 2023
Article

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5 · Who and what money

Authors and funding

3 authors at 3 institutions in 3 countries.

Xingfeng HuangResearch Institute for International and Comparative Education, Shanghai Normal University, Shanghai, China.ORCID 0000-0002-7263-3865

Mun Yee LaiUniversity of Technology Sydney, Sydney, Australia.

Rongjin HuangMiddle Tennessee State University, Murfreesboro, USA.

Middle Tennessee State University · USShanghai Normal University · CNUniversity of Technology Sydney · AU

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In the research reported in this paper we investigated teachers' changes when adopting and adapting to emergency online teaching during the COVID-19 pandemic, from the perspective of the Interconnected Model of Professional Growth (IMPG). By adapting complementary accounts methodology to research into teachers' changes when addressing the unexpected migration to online teaching, an integrated data set, including online teaching videos, teacher daily reflections, and teacher interviews from two purposefully selected teachers over two weeks of online teaching, was collected and analyzed qualitatively. Both teachers encountered different difficulties and thus had different knowledge changes displayed in different change routes. For the experienced teacher, students' mistakes in homework and her online teaching practice triggered her knowledge changes. For the young teacher, the online video lessons, relevant resources on the Internet and students' performance were her primary sources that triggered the changes of her knowledge for teaching. These differences between the experienced teacher and young teacher provide evidence of the complexity of teacher's professional growth, which is related to a variety of external and internal factors. This study demonstrates how the IMPG model helps uncover teachers' changes in such an unprecedented virtual-teaching environment. Finally, the implications of this study for teacher professional development in general are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s11858-022-01378-y.

Indexed as

Complementary accounts methodologyInterconnected model of Professional GrowthOnline teachingTeacher’s change routes

Identifiers

PMID35669530

DOI10.1007/s11858-022-01378-y

PMCPMC9159930

OpenAlexW4281955131

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.