Impact of five-stage teacher training program for teaching with problem-based tasks on mathematics teachers’ belief and practice

Abstract

It is imperative that educators be adequately equipped to develop and
execute problem-based tasks (PBT) through a comprehensive teacher training
program. The retention of training outcomes among educators remains a
challenge for the current teacher training model. This study examines the impact
of five-stage teacher training programs on the beliefs and practices of teachers.
The program utilized a quasi-experimental design over a six-month period, with
a focus on (1) the beliefs of teachers regarding the implementation of PBT and
(2) the practices of teachers in utilizing PBT. These variables were evaluated
through training worksheets and questionnaires that were distributed both
before and after the program. The experimental group consisted of 49 educators,
while the control group consisted of 27 educators. The experimental group
was involved in the program’s five stages: recognizing PBT, analyzing PBT,
prototyping PBT, implementing PBT, and evaluating PBT. Comprehensive
interviews were conducted with nine teachers at the conclusion of the program
to evaluate the program’s impact on their ability to devise and implement PBT.
The questionnaire was completed voluntarily by the control group, which did
not participate in the program. The significance of differences in teacher beliefs
was evaluated using the Mann-Whitney U test. The research results revealed
significant discrepancies between the experimental and control groups in two
aspects: the characteristics of PBT and the belief in its implementation in
classroom instruction. The research also underscored the discrepancies in task
design between the novice teacher and the senior teacher.