Lessons Learned about Effective Professional Development: Two Contrasting Case Studies

Professional learning groups are becoming a popular form of teacher development in mathematics. Due to the
personal nature of the groups, as well as differences in initial beliefs and capacity, teachers may respond
differently to such opportunities. A total of 14 teachers were observed over a three-year period, and two
contrasting participants, each involved for two years, were chosen for in-depth study in order to illustrate a
range of responses. The teachers were chosen from the larger sample to exemplify differences in initial capacity
as well as varying responses to the group activities. Both teachers, regardless of their differing initial beliefs and
knowledge, demonstrated growth over a two year period. Such development however was in relation to their
initial beliefs and capacity.