How teacher professional development based on Large-Scale Assessment resources can act on teachers’ beliefs affecting their teaching practice

Abstract

In this paper we present a model for teacher professional development, rooted in a national research project funded by the Italian government, that aims to develop theoretical and operational tools for exploiting the results of the Italian National Large-Scale Assessment (LSA), with respect to teachers’ professional development. One of the project's main expected theoretical outcomes is the development of a model for pre-service and in-service mathematics teacher professional programs, based on the effective and conscious use of LSA. We first introduce the theoretical framework of the model, based on the notions of beliefs, the Mathematics Teacher’s Specialised Knowledge model, and the concept of a Community of Inquiry. We then present, exemplify, and discuss the model we are designing for the training of pre-service and in-service mathematics teachers, aiming to support the development of beliefs that can enhance teaching practice by utilising LSA resources. Finally, we provide some data collected in the first experimental phase of the project.