Unit 6

• Professional development of mathematics teacher :

challenges faced by mathematics teacher, need of
continuous professional development, avenues for
professional development of mathematics teacher,
research and innovations in teaching of mathematics
Challenges and Professional
Development
 General Challenges

• Dealing with Controversial Topics

• Knowledge vs. Understanding
• Time Consuming Planning Requirements
• Cost Limitations
• In Class Time Constraints
• Facilities Limitations
• Prerequisite Information
• Lab curriculum
• Collaboration vs. Individual Grades
 Specific Challenges

• Neither students nor teachers utilize the economics

knowledge in their day-to-day life.
• Few teachers without studying economics become
social studies teachers for tenth class.
• There is less scope in Commerce/Economics to
prepare the teaching learning material
• Non competitive course
• Making subject interesting
 Meaning of PD

• “Professional development is defined as activities that develop an

individual’s skills, knowledge, expertise and other characteristics as a
teacher.”
• “The process of improving staff skills and competencies needed to produce
outstanding educational results for students”

• Teacher's professionalism means the extent to which a teacher subscribes

to a professional code

• According to the thesaurus of the Educational Resources Information

Center (ERIC) database, professional development refers to “activities to
enhance professional career growth.” Such activities may include
individual development, continuing education, and inservice education, as
well as curriculum writing, peer collaboration, study groups, and peer
coaching or mentoring.
• Fullan expands the definition to include “the sum total of formal and
informal learning experiences throughout one’s career from pre-service
teacher education to retirement”.
• Professional development goes beyond the term
‘training’ with its implications of learning skills, and
encompasses a definition that includes formal and
informal means of helping teachers not only learn
new skills but also develop new insights into
pedagogy and their own practice, and explore new or
advanced understandings of content and resources.
 Need for Professional Development

Teacher training is necessary for teacher to

• Increase teaching skills
• Understand methods of school organisation
• Upgrade knowledge of content
 Need for Professional Development

•To build strong collaborative work cultures that will

develop the long term capacity for change
•Improve student achievement
• Support consistent implementation of a
comprehensive faculty development programs, build
school capacity
•Increase faculty morale
• Collaboration and commitment
 Need for Professional Development

to update individuals’ knowledge of a subject in light of recent advances in the

area;
• to update individuals’ skills, attitudes and approaches in light of the
development of new teaching techniques
and objectives, new circumstances and new educational research;
• to enable individuals to apply changes made to curricula or other aspects of
teaching practice;
• to enable schools to develop and apply new strategies concerning the
curriculum and other aspects of teaching practice;
• to exchange information and expertise among teachers and others, e.g.
academics, industrialists; and
• to help weaker teachers become more effective.
 Types of professional development
1. Organized professional development
• 1. Professional development meetings.
• 2. Providing readable literature
• 3. Lectures by subject expert
• 4. Demonstrations.
• 5. IT/computer literacy.
• 6. Institutional subscription of research journals/Articles.
2. Self-motivated professional development
• 1. Individual subscription of research journals/Articles
• 2. computer literacy
• 3. Meeting subject experts.
• 4. Voluntary participation.
 Avenues for Professional Development
Formal
• Journals & Magazines
• Refresher Courses • Professional trainings
• Orientation courses • Visits to
• Workshops Institutes/Research
• Conferences Centres
• Seminars • Joining a professional
• Symposiums network
• Study groups-school
based, job alike, topic
centred
 Informal ways
But most learning will occur as teachers work with colleagues in ways that enable
them to reflect upon their professional practice.

•Doing lesson study •Observing model lessons

•Examining student work •Observing other teachers
•Conducting action research teach
•Analyzing teaching cases •Being observed and
•Joining a cadre of in-house receiving feedback from a
trainers trainer or principal
•Planning lessons with a •Being coached by a peer
teaching colleague •Reading journals,
•Consulting an expert educational magazines,
books
•Being coached by an expert
•Doing a self-assessment
•Making a field trip
•Shadowing another
•Forming study or support
teacher or a professional in
 Institutes for professional development
• National Council for Educational Research and Training (NCERT)
• National University on Education al Planning and Administration
(NUEPA). Both NCERT and NUEPA are national level autonomous
bodies
• Regional Institutes of Education (REIs) Central Board of School
Examination (CBSE)
• Institutes of Advanced Studies in Education (IASEs)
• State Councils of Educational Research and Training (SCERTs),
• University Departments of Education
• District Institutes of Education and Training (DIETs)
• Academic Staff Colleges (ASE) routinely conduct ‘refresher’ sessions for
teacher
• Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs)
• The SSA (Sarva Shiksha Abhiyaan) has defined that each teacher is to
receive 20 days of training every year.
• Under the SSA, 20 days in-service training is provided to school teachers,
60 days refresher course for untrained teachers and 30 days orientation for
freshly trained recruits
 Barriers to Professional Development
• Psychological barriers
• A person who has psychologically unable to develop
his potential is called psychological barrier.
• • Teachers lacking positive attitudes.
• • Teachers lacking motivation.
• • Teachers lacking interest.
• • Teacher lacking confidence.
• • Teacher having stress.
• • Teacher having frustration.
• • Teacher lacking awareness.
• • Inability to learn new technology.
 Barriers to Professional Development
Psychological barriers
A person who has psychologically unable to develop his
potential is called psychological barrier.
• Teachers lacking positive attitudes.
• Teachers lacking motivation.
• Teachers lacking interest.
• Teacher lacking confidence.
• Teacher having stress.
• Teacher having frustration.
• Teacher lacking awareness.
• Inability to learn new technology.
Administrative barriers
• A Person who has potential to acquire professional development but
problems with implementing is called administrative barriers.
• Poor administration.
• Government Policy.
• Lack of physical facilities.
• Lack of financial facilities.
• Inadequate time.
• Inadequate funding.
Material barriers
• A person who have problem with utilizing professional development
is called materials barriers.
• Time commitments.
• Energy demands.
• Working environment.
• Family environment.
Image/Word Perception
Skill/Story Telling
----------------------------------------------------------------------------------

Source of Image: https://www.freepik.com/

• https://www.worldbank.org/en/news/immersive-
story/2019/01/22/pass-or-fail-how-can-the-world-do-
its-homework

• https://www.edsys.in/classroom-challenges-
according-to-teachers/

• https://www.edsys.in/classroom-challenges-
according-to-teachers/