Teacher-Team Development in a School-Based Professional Development Program PDF
This paper documents how a team progressed through the five stages of team development as a result of a school-based professional development program using a laboratory class cycle. Six Grade two teachers and their administrator in a primary school in the south eastern United States participated in the study. All the teachers were interviewed at the end of each laboratory class cycle. Their administrator was interviewed after the program ended. A grounded theory approach and constant comparative method were used. The study revealed how the teachersí participation in the program progressed according to Tuckman and Jensonís (1997) model of team development in the laboratory class cycle. Establishment of trust among teachers and team support over an extended time were identified as important factors in shaping the team development.
About the Authors:
Lu Pien Cheng is an assistant professor with the Mathematics and Mathematics Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University, Singapore. She has specific research interests in teacher education.
Ho-Kyoung Ko is currently a professor in the department of Mathematics Education at Wonkwang University in South Korea. She is researching and developing "Silver Math," which provides math education for the elderly. Also, she researches "Factors of Difficulty of Mathematics Items" and "Programme of Professional Development for Teachers."
Last modified: 30 July 2012.
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