- Prof. Ruhama Even
- Hasida Bar-Zohar R&D team (1993-2003)
- Tammy Eisenmann (ex-Ph.D. student) R&D team (1993-2003)
- Orly Gottlib R&D team (1993-2003)
- Nilli Hirshfeld R&D team (1993-2003)
- Tova Kvatinsky (ex-Ph.D. student) R&D team (1993-2003)
- Naomi Robinson R&D team (1993-2003)
- Zipora Reznik R&D team (1993-2003)
- Dr. Josephine Shamash R&D team (1993-2003)
- Tali Wallach (ex-Ph.D. student) R&D team (1993-2003)
A framework to support teacher development at the national level: preparation of teacher educators, development of resource materials, and advancement of teachers’ and teacher educators’ professional development.
The overriding aim of MANOR was to provide a theoretically sound, research-based and practically feasible framework to support teacher development. Teaching in the classroom is much more complicated than a straightforward implementation of a curriculum. It involves choosing wisely among various curriculum materials, designing adequate learning environments, adapting the pace of instruction, conducting discussions, challenging and extending student thinking, and so on. Consequently, in addition to content and curriculum knowledge, the teacher needs quite sophisticated knowledge about mathematics instruction, as well as ability and disposition to use this knowledge in practice. Another important aspect is that professional development for teachers of mathematics should meet teachers’ needs and goals at various stages of their careers, and take into consideration different teacher backgrounds and contexts.
MANOR responded to this need by creating a framework to provide continuous professional development for secondary school mathematics teachers at a national level. To deal with the magnitude of the task MANOR focused first on the preparation of a professional group of teacher educators whose role is to promote teacher learning about the teaching of mathematics; and to accompany this with the development of adequate resource materials for working with teachers. We then added support to local and regional activities with teachers, and finally complemented these components with several other large-scale activities.
The framework includes the following components:
- Preparing and providing continuous support to a professional group of CPD providers. This includes the design and operation of an original preparation program and of a long-term graduate forum, the conduction of bi-annual national conferences, the preparation of resource materials, and the construction of an interactive web site for CPD providers.
- Initiating, supporting and counseling to local and regional professional development programs and activities. This includes assistance in locating staff, guidance and academic counseling in designing activities for in-service secondary school teachers in the region and in local schools, and providing exemplars of courses and activities.
- Developing professional teachers’ community. This includes the conduction of national annual conferences for teachers, and the construction and operation of an interactive web site for teachers.
- Conducting research and disseminating knowledge. This includes research and dissemination of knowledge on teachers’ and CPD providers’ knowledge, learning and professional development, and the preparation of documents to assist decision-makers in the educational system.
The research accompanied this work centered on studying the nature of the practice of educators of practicing mathematics teachers, the identification and examination of the kinds of development that are significant in and for practice, aspects of curriculum design for the preparation of educators of practicing mathematics teachers, and problems likely to be encountered and ways of addressing them. Using MANOR as an illustrative case study the findings inform how difficulties underlying the problem of developing educators for practicing teachers might be addressed in a practical setting, introducing the construct of knowtice (a combination of knowledge and practice) as a lens to capture the essence of what educators need to learn and develop.