Self-perceived and observed practices of secondary school mathematics teachers

Abstract

This study investigated changes in 22 secondary school mathematics teachers' self-perceived and observed teaching practices during their involvement in a three-year professional development program. Data were collected over four years and analyzed for changes over time. Sources included a survey given at the beginning and end of the program that addressed the teachers' perception of their practice, a classroom observation instrument, interviews, and participants' written reflections. Both teachers' self-perceived and observed practices were found to move towards the targeted goals, although not necessarily at the same rate. As the teachers' practice approached exemplary, the discrepancy between observed and self-perceptions decreased. When discrepancies did exist, the teachers tended to perceive themselves as being closer to exemplary than was supported by observation. © 2002 by Taylor nad Francis Group, LLC.