Abstract
Spatial reasoning (SR) correlates with student success in science, technology, engineering and mathematics (STEM) subjects, and teachers play a pivotal role in developing students’ SR. Yet, there is a need to focus on promoting SR to teachers especially for primary school teachers in ways that enable seamless integration into the classroom setting. Therefore, it is crucial to explore spatialising the mathematics curriculum during teacher professional development (TPD). The literature review informed the researcher on effective spatial reasoning teacher professional development (SR-TPD) and designing an online TPD program. Using Patahuddin’s (2013) five characteristics of effective professional development (5cEPD) framework, this study evaluated the implementation of online SR-TPD. The framework emphasises ongoing learning, collaboration, student learning focus, consideration of teacher contexts and enhancing pedagogical content knowledge (PCK).This research, conducted in North Maluku, Indonesia, employed the design research methodology to develop an effective online SR-TPD program for primary teachers. The study addressed the complexity of spatialising and implementing the mathematics curriculum in classrooms, particularly in a disadvantaged community facing challenges such as limited resources and the impact of the COVID-19 pandemic. To guide the data analysis, this study formulated two research questions:
• How does the five characteristics of effective professional development (5cEPD) framework inform the design of the online platform for delivering the spatial reasoning teacher professional development (SR-TPD) program?
• How does the SR-TPD program impact teachers’ spatial pedagogical content knowledge (PCK)?
This study employed an educational design research method consisting of two studies: Study One and Study Two. The initial design of the online SR-TPD was implemented in Study One. The main platforms used to deliver the SR-TPD program changed three times during Study One. The platforms were Google Classroom (GC), WhatsApp Group (WAG) and Facebook Group (FG). YouTube and Zoom Meetings were used as additional platforms to support the program. The 5cEPD framework was the lens used to decide the appropriate online platforms for an effective SR-TPD program. The results indicated that GC was not accessible within the participants’ contexts, while WAG facilitated ongoing learning but lacked collaboration. Towards the end of the program, a FG was introduced, and it successfully facilitated ongoing learning and collaborative engagement among participants. Significantly, all participant scores showed improvement based on the pre- and post-SR scenario-based interviews. Furthermore, participants demonstrated increased usage of spatial language in their explanations and were able to develop and implement their own SR mini-lesson plans based on the mathematics taught in the classroom.
After evaluating and reflecting on Study One, refinements were implemented in Study Two. The FG became the main platform for delivering the SR-TPD, and Zoom meetings streamed on the FG addressed the network issues. Data analysis of this platform showed ongoing facilitation, with participants averaging 16 activities per day (comments, reactions). Collaborative learning was observed through participants’ discussions in the FG’s comment column. Two examples of participants’ SR teaching practice showcased their implementation of knowledge gained from the online SR-TPD program. The examples highlighted participants’ use of spatial tools in the classroom and their incorporation of visualise–predict–check (VPC) instructions to enhance students’ SR.
The significance of this research lies in its exploration of the development and implementation of an online SR-TPD program within a challenging context. Additionally, this study addressed the gap in teacher education regarding the enhancement of SR, which is crucial for students’ success in STEM subjects. By employing the 5cEPD framework to evaluate the effectiveness of various online platforms, this research provides insights into adaptable and context-sensitive strategies for TPD. The positive outcomes observed in the study, including participants’ improved scores on SR scenario-based interviews and the increased use of spatial language, highlight the potential for online TPD programs to enrich teaching practices even in resource-limited settings. The successful facilitation of ongoing learning and collaborative engagement while using a FG as the main delivery platform offers a replicable model for similar educational contexts. Moreover, the incorporation of VPC instructions and the use of spatial tools in the classroom, as evidenced in participants’ practices, exemplifies the tangible impact of the SR-TPD program on teachers’ spatial PCK, which ultimately benefits the learning experience.
| Date of Award | 2024 |
|---|---|
| Original language | English |
| Supervisor | Sitti PATAHUDDIN (Supervisor), Tracy LOGAN (Supervisor) & Tom Lowrie (Supervisor) |