RUME 25
2023
Omaha, Nebraska
Using Professional Learning in Practice: The Case of Novice College Instructors
Page: 634
We report on findings from a mixed methods study on preservice elementary teacher learning outcomes as a result of being enrolled in courses where their instructors were participating in professional development designed for those new to teaching content courses for future teachers. The study contributes to the current sparse literature within the RUME community on student performance as a result of professional learning opportunities for mathematics faculty. Results indicate improved undergraduate learning outcomes among preservice teachers when instructors engaged in a professional short-course that both fostered growth of instructors’ own Mathematical Knowledge for Teaching (MKT) for teaching undergraduates and provided instructors with opportunities to learn about and support prospective teachers’ development of MKT (for teaching children).