Effective CPD on a large scale: examining the development of multipliers

Rösken-Winter, Bettina; Schüler, Sven; Stahnke, Rebekka; Blömeke, Sigrid

doi:10.1007/s11858-014-0644-5

Cited by 51 publications

(29 citation statements)

References 22 publications

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“…Teachers' PD relates to all different facets of professional competences (Roesken-Winter, Schüler et al, 2015). It includes teachers' content knowledge (knowledge about the subject, CK), pedagogical content knowledge (knowledge about how to teach the subject, PCK) and pedagogical knowledge (general pedagogical knowledge, PK) (Shulman, 1986), teachers' classroom practice (Clarke & Hollingsworth, 2002;Zehetmeier & Krainer, 2011) as well as teachers' beliefs, their relatively long-standing subject knowledge of certain objects and the attitudes linked to that knowledge (Pehkonen & Törner, 1996), teachers' motivation; and teachers' competence in self-reflection (Baumert & Kunter, 2013).…”

Section: Designing Effective Professional Development Coursesmentioning

confidence: 99%

“…So far, little is known on how to scale up professional development (Jackson et al, 2015;Roesken-Winter, Schüler, Stahnke, & Blömeke, 2015). The issue of how to scale-up PD courses is complex and closely related to the question of how programs for professional development can be implemented practically within different contextual settings (Adler & Jaworski, 2009).…”

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confidence: 99%

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Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Maaß¹,

Engeln²

2018

JETS

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Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called -Cascade Model‖. Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.

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Section: Designing Effective Professional Development Coursesmentioning

confidence: 99%

mentioning

confidence: 99%

Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Maaß¹,

Engeln²

2018

JETS

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“…Therefore, and due to the lack of research regarding the education of course leaders, it seems natural to adapt the design principles for teachers' PD to course leaders' PD (cf. Rösken-Winter et al 2015). If this approach is followed for the principles as listed above, it is apparent that courses for mathematics course leaders should additionally:…”

Section: Learning As a Course Leadermentioning

confidence: 99%

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Maaß¹

2018

JETS

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This paper reports on a professional development activity (PD) for course leaders, which was designed within the European project Primas (2010-13, www.primas-project.eu). Primas aimed at the implementation of inquiry-based learning (IBL) in day-to-day teaching on a large scale. The focus is on the education of mathematics course leaders in Germany, who were all teachers. In order to support them in taking up their role and run courses on (IBL), a course leader seminar following design research was developed. The course aimed at course leaders' learning on two levels: (1) as mathematics teachers about IBL and (2) as course leaders about running PD on IBL. A small scale retrospective interview study gives insights into the needs the participants face when learning about IBL as teachers and when learning as future course leaders. It also illuminates in which way participants took up their role as a course leader. These insights suggest how to optimize the course following design research.

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“…It is acknowledged that, within the process of scaling, the PD requirements and opportunities for the community of PD hub leaders or multipliers (Rösken-Winter et al 2015) are as important as those of the participant teachers (Even and Loewenberg Ball 2009;Fuglestad et al 2009;K. Jackson, Cobb, Wilson, Webster, Dunlap, and Appelgate 2015).…”

Section: Indicators Of Successmentioning

confidence: 99%

“…Whilst knowledge of the design and impact of large-scale PD programmes for mathematics teachers is developing (Zehetmeier 2015;Rösken-Winter, Schüler, Stahnke, and Blömeke 2015) far less is known about how the specific design and impact of such programmes that embed digital technologies. Thus, our main research question concerns the factors that indicate success of this type of innovation at scale.…”

Section: Introductionmentioning

confidence: 99%

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

Clark-Wilson

Hoyles

Noss

et al. 2014

ZDM Mathematics Education

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Effective CPD on a large scale: examining the development of multipliers

Cited by 51 publications

References 22 publications

Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

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