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.