Professional learning and action research: Early career teachers reflect on their practice

Three early career primary school teachers shared their perceptions of changes in their teaching of mathematics 8–18 months after their participation in an action research project. Comparing data collected throughout the lifetime of the project with analyses of participants’ reflections written in response to three open-ended questions posed months later indicated sustained shifts in specific elements of their planning and implementation of mathematics lessons. These included: maintaining a clear mathematical focus for each lesson; using questions effectively throughout the lesson; and providing quality activities and tasks. Teachers attributed changes to both their own individualistic focus attended to during the project, and to three contextual factors at the school level.