The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher

In this qualitative study we used a case study approach to observe and analyse a mathematics teacher who was challenged to redesign her lessons during network meetings with colleagues. Changes in practical knowledge are described by means of concept maps and semi-structured interviews. We applied cycles of change from the Interconnected Model of Professional Growth to describe the teacher’s professional development. We show that the teacher’s practical knowledge changes in the domain of practical content knowledge, and that controlled experimentation and reflection are necessary conditions to learn a new teaching strategy and to develop a series of lessons for pupils.

► The focus is on the development of practical knowledge of a mathematics teacher.
► The professional development program is situated in teacher’s own classroom.
► Teacher change starts during network meetings and lessons.
► This study provides pointers on organizing successful network meetings.
► Cycles of change, from the ICMPG, describe teacher’s professional development.