PERCEPTIONS OF MATHEMATICS TEACHERS ON THEIR PROFESSIONAL DEVELOPMENT AND ITS IMPACT: A NARRATIVE INQUIRY

Abstract

Ministry of Education (2015) reported that the average score of students‟ learning achievement is 35% in Mathematics where it is 41% in science to 48% in Nepali. Lacking the competencies of the teacher is one of the main reasons behind the low achievement in mathematics. Teacher professional development helps teachers to be competent. This study aimed to explore perceptions of mathematics teachers on their professional development based on its impact on their profession. I have considered Mezirow‟s transformative learning theory as a theoretical referent. I chose interpretivism as my paradigm and narrative inquiry as a research method to understand and interpret the real-life experiences of teachers of the cultures of their workplace. I purposively selected three research participants from three schools in the Lalitpur district. I took in-depth interviews using interview questions based on research key questions with three participants and transcribed converting the audio recordings into textual narratives. I processed the transcription with the coding of the information and generating themes. I explored the transcribed data, field notes, developed significant themes and narratives during this process. I related major themes with the literature for meaning making. I addressed my research questions to conclude the stories of participants who have experience participating in teacher professional development activities. Teacher professional development as holistic ongoing development, much more than training, for continuous learning, way of doing better in the workplace, development of pedagogical manager and competency development are the major themes generated from the perception on TPD. Similarly, change in perception of teaching and teacher professional development, change in teaching methodology, change in student‟s behavior and performance, issues, and challenges during TPD are the major themes generated from the impact of TPD on their profession. During the participation for a long time in TPD activities, they perceive that Teacher professional development is significant for mathematics teachers but only if it is practical, relevant, transferable, facilitated by experts, supported by the school, parents, and community. This study serves teachers and teacher educators to motivate them for their PD and experts, school, school leaders, and curriculum planners to plan and conduct effective PD activities in school or any training centers. This study generally focuses on the mathematics teachers who have different perceptions of their PD. It will help such teachers to reflect on their perception once again and take the initiative for their PD. It inspires further research related to the TPD of mathematics teachers.