Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)Alignments between Instructional Expectations and Professional Development Utility
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Resumo
Sustained professional development is critical to support mathematics teachers' development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics teachers' persistent participation in an optional and online professional development that includes a sequence of three online workshops focused on doing mathematics and examining student mathematics work. We interviewed 37 mathematics teachers and explored their perceived utility of our online workshops for their instructional practice, perceived expectations for instruction in their local institutional context, and persistence in the online workshops. We identified three types of "alignment"--alignment, misalignment, and emerging (mis)alignment--between participants' perceived utility of the workshops and perceived expectations for instruction in their local institutional context, and these alignments were significantly related to their persistence in the workshops. Our findings are significant because they suggest that mathematics teachers' interest and persistence in optional and online professional development focused on ambitious instructional practices is an emergent phenomenon that depends, in part, upon the affordances and constraints for instruction in their local institutional context. We argue that mathematics teachers' experiences of alignments can differentially trigger and sustain their situational interest, potential to recognize the relevance of ambitious instructional practices to their day-to-day work in the classroom, and persistence in online professional development. We offer a set of online professional development design features that can support mathematics teachers to connect their learning in online professional development with expectations for instruction in their local institutional context.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Electronic Learning; Faculty Development; Online Courses; Workshops; Mathematics Instruction; Teacher Attitudes
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- ISSN
- 1386-4416
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/11/2026 · verificada em 01/11/2026
Como citar
ABNT
MATRANGA, Anthony; SILVERMAN, Jason. Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)Alignments between Instructional Expectations and Professional Development Utility. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-025-09689-z. Acesso em: 5 nov. 2026.
APA
Matranga, A., & Silverman, J. (2026). Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)Alignments between Instructional Expectations and Professional Development Utility. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-025-09689-z
BibTeX
@article{matranga2026,
author = {Matranga, Anthony and Silverman, Jason},
title = {Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)Alignments between Instructional Expectations and Professional Development Utility},
year = {2026},
journal = {Journal of Mathematics Teacher Education},
url = {http://dx.doi.org/10.1007/s10857-025-09689-z},
language = {en}
}RIS
TY - JOUR AU - Matranga, Anthony AU - Silverman, Jason TI - Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)Alignments between Instructional Expectations and Professional Development Utility PY - 2026 JO - Journal of Mathematics Teacher Education UR - http://dx.doi.org/10.1007/s10857-025-09689-z LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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