How should teacher professional development be designed for curriculum reform? The case of applied mathematics

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dc.check.date2027-04-20en
dc.check.infoAccess to this article is restricted until 18 months after publication by request of the publisher
dc.contributor.authorLong, Eoghanen
dc.contributor.authorDelargey, Michaelen
dc.date.accessioned2025-11-14T17:07:10Z
dc.date.available2025-11-14T17:07:10Z
dc.date.issued2025-10-20en
dc.description.abstractRecent developments in Irish curricula have transitioned from abstract procedural methods to pedagogies that emphasise connection-making and student-centred learning. To support such reforms, professional development (PD) is essential for enhancing teachers’ pedagogical practices. However, it remains unclear whether practice has evolved accordingly, as empirical studies examining PD programmes are limited. This study critically evaluates a national PD programme in applied mathematics to identify effective models for transforming pedagogy. A multi-phased, exploratory sequential mixed-methods design was employed, incorporating semi-structured interviews (n = 4), focus groups (n = 13), a national survey (n = 178) and a reflective journal from the PD facilitator. Findings indicate that while participants welcomed new pedagogical approaches, many struggled to adopt them without structured support. Participants favoured expert-led demonstration (‘modelling mentor’) for unfamiliar practices, highlighting the importance of considering prior knowledge and learning demands in PD design. Collaboration emerged as a powerful mechanism for professional learning, particularly in minority subjects, where teachers valued opportunities to share practices and resources. These findings suggest that PD for curriculum reform must be responsive to teachers’ context, include expert support where appropriate, and foster structured collaboration to facilitate lasting pedagogical change.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLong, E. and Delargey, M.J. (2025) 'How should teacher professional development be designed for curriculum reform? The case of applied mathematics', Irish Educational Studies, pp. 1–23. https://doi.org/10.1080/03323315.2025.2561635en
dc.identifier.doi10.1080/03323315.2025.2561635en
dc.identifier.eissn1747-4965en
dc.identifier.endpage23en
dc.identifier.issn0332-3315en
dc.identifier.journaltitleIrish Educational Studiesen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/18211
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2025, Educational Studies Association of Ireland. This is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 20 October 2025, available at: https://www.tandfonline.com/doi/full/10.1080/03323315.2025.2561635en
dc.subjectProfessional developmenten
dc.subjectCurriculum reformen
dc.subjectPedagogyen
dc.subjectMentoren
dc.subjectApplied mathematicsen
dc.titleHow should teacher professional development be designed for curriculum reform? The case of applied mathematicsen
dc.typeArticle (peer-reviewed)en
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