Identifying what inservice teachers want in professional development

Shirley Matteson, Linda R. Zientek, Serkan Ozel

Research output: Contribution to journalArticlepeer-review


In order to be most effective, teacher professional development needs to be designed and based on teachers’ needs. This study provides information on topics that 53 middle- and secondary- level mathematics teachers believed would be beneficial in future training programs. The teachers had participated in a two-year Teacher Quality Grant focused on content knowledge and teaching with technology. Professional development themes were identified from interviews conducted with 14 participants. Data were triangulated by incorporating their suggestions into a survey administered to all of the participants. These themes are discussed in regards to improving professional development training of mathematics teachers.
Original languageEnglish
Pages (from-to)569-580
JournalTeacher Education and Practice
StatePublished - Oct 2013

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