Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching learning. Yet, few studies have examined the impact professional development designed bolster about young children’s mathematical development. In this study, we evaluated whether participants’ changed significantly after engaging in online learning on math children, overall orientations practices shifts over time, how might coincide practice. We employed a multilevel mixed methods design, quantitative results showing changes based survey data. discuss trends perceived instructional found be statistically significant analysis potential for influence beliefs. Considerations design implications future research shared.