Regional Differences in the Professional Development Needs and Preferences of Teachers of Primary Mathematics

Abstract

This paper is a report of an investigation of differences in the professional development needs and preferences of teachers of primary mathematics across Queensland A state-wide survey was employed to investigate teachers' prior PD experiences, their current PD needs, their dispositions towards engaging in PD and their preferences for the timing, duration and location of PD events The survey data were analysed in terms of geographical location and school size The majority of primary teachers who responded reported that they had experienced little or no professional development (PD) in mathematics in the previous two years However they indicated that were eager to participate in such events Differences in PD preferences were detected among teachers in remote, rural, provincial city and capital city regions and across small, medium and large schools The issue of PD has become more important since the recent introduction of a new syllabus for Years 1 to 10 mathematics in Queensland and pressures to improve performance in benchmark numeracy tests, and the major education systems will need to design programs of PD to cater for the varying needs and preferences of teachers across the state