Using Productive Pedagogies for Enhancing the Teaching Performance of Female Mathematics Teachers in Oman

Abstract

This study aimed to investigate the results of employing Productive Pedagogies produced in its four dimensions (Intellectual quality - Connectedness - Supportive Classroom Environment – Working and Valuing Differences) on enhancing the teaching performance of female mathematics teachers in Oman. The qualitative materials and instruments of the study included: the teacher professional development program to introduce Productive Pedagogies, individual and group semi-structured interviews, group discussions, classroom observations and researcher's diaries notes, were employed in this study. The program targeted a small purposeful sample consisting of four mathematics female teachers who were teaching in a post-basic education school for grades (11-12) in Oman. The results showed an improvement in teachers' knowledge, skills, and ability to introduce Productive Pedagogies' dimensions into their teaching practices. That improvement was occurred through three stages (preparation and training - designing and applying teaching and learning experiences - refection and improvements). The results of the study emphasized the importance of applying quality professional development programs in the school community and in colleges of education. The study also recommended conducting more research to investigate challenges facing the optimal application of the Productive Pedagogies as a framework to enhance the teaching performance of mathematics teachers.