Document Type
Article
Publication Date
12-27-2024
Journal / Book Title
Education Sciences
Abstract
Research on teacher learning has continually defined tenants of effective professional development. However, sweeping overhauls and mandates have not yielded the intended results. Instead, transforming approaches to teaching can and should be achieved through innovative and incremental changes that build upon teachers’ existing expertise. Informed by Communities of Practice theory, we employed case study methodology to describe, explain, and assess the experiences of one middle school mathematics teacher’s longitudinal participation in an innovative and incremental continuous PD model focused on the Teaching for Robust Understanding (TRU) framework. Based on classroom observations and interview data, our findings show evidence of TRU-aligned changes in teaching practice as a result of years of participation in the PD model. These findings strengthen the call for innovative and incremental PD programs.
DOI
10.3390/educsci15010018
MSU Digital Commons Citation
Murray, Eileen; Leonard, Helene S.; and Bonaccorso, Victoria D., "Teacher Growth Through Professional Development Centered on the Teaching for Robust Understanding Framework" (2024). Department of Mathematics Faculty Scholarship and Creative Works. 254.
https://digitalcommons.montclair.edu/mathsci-facpubs/254
Rights
© 2025 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published Citation
Murray, E., Leonard, H. S., & Bonaccorso, V. D. (2025). Teacher Growth Through Professional Development Centered on the Teaching for Robust Understanding Framework. Education Sciences, 15(1), 18. https://doi.org/10.3390/educsci15010018