Continuing Professional Learning Related to Conference Participation by Mathematics Educators (Program Development)

Abstract

253 p.

Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1986.

This survey research study is based on respondents' approaches to continuing professional learning through conference participation. Findings are reported for a sample of 215 participants in a statewide professional conference of mathematics educators. The respondents were teachers of mathematics at elementary, secondary, and postsecondary school levels, and stable in their length of professional and organizational role service.

Measures of association (alpha = .10) are reported between (a) participants' current phase of professional life; (b) reason for conference participation; (c) type of change resulting from conference activity, and (d) environmental conditions, conference conditions, conference-related learning activity, and professional role behaviors.

It was concluded that different types of participation behavior were operating in the conference event. Type I participation (81% of respondents), based on general indeterminate needs for participation unrelated to specific role situation needs for change, was associated with the conference method of instruction. Type II participation (8%), based on a specific problem-solving need in the role situation, was associated with increases in specific knowledge. Type IIIa participation (7%), based on a role situation requiring minor adjustment in professional role behavior, was positively related to the use of knowledge in developing a major change in perspective or practice and to post-conference feedback on conference topics. Type IIIb participation (4%), based on a role situation requiring major adjustment in professional behavior, was associated with a force field in which interaction and knowledge was related to major change in perspective and to professional behaviors for organizational role-taking.

Major change in thinking was related to post-conference continuing learning activities and changes in role performance. Minor change in thinking or professional practice was related to a strong response to the content of the conference program. The transition and active growth phase of professional life was related to facilitating factors for change within the conference environment and with changes in role performance.

Implications and recommendations based on the working knowledge of this conference event are provided for program developers, researchers, professors, and educators in adult and continuing education.