Investigating Teacher Change Through Professional Learning Around the Teaching of Primary Mathematics

This research reports on a teacher professional learning intervention conducted in mathematics classrooms in a regional primary school. The aim of the research is to identify a teacher professional learning model that can be used as a vehicle for teacher change; and to explore the potential implications of using the model to lead change in teacher practice. This research in teacher professional learning found three main influences on teacher change. The first is the structure of the intervention itself, the second is the principal and the third influence is the on-going nature of the experience on site at the school.