Investigating the Impact of Continuous Professional Development on Content Knowledge in Mathematics at the Elementary Level
Abstract
This study examines the impact of Continous proffessional devrlopment on elementary mathematics teachers content knowledge and its subsequent impact on students. A mix method approach is employed in this reseacrh, about 200 elementary teachers were surveyed. Professional development is the new norm that has completely changed the working dynamics of an institution. It is being called the new norm where in simple words it can be explained as the in-work development of new skills or relative adoptions to enhance ones working in a system. The objectives of this study were to investigate teachers’ content knowledge of mathematics in the context of continuous professional development. The second objective was to investigate the challenges teachers faced in the content knowledge of mathematics. Elementary female teachers of Tehsil Katlang District Mardan were the study participants. The sample size was 200. Data was collected through questionnaires. The research questions pertained to the objectives and was analyzed by SPSS V22.
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