Die DZLM-Gestaltungsprinzipien für Fortbildungen

Barzel, Bärbel; Selter, Christoph

doi:10.1007/s13138-015-0076-y

Cited by 51 publications

(16 citation statements)

References 45 publications

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“…Die Wirksamkeit lässt sich auf vier Ebenen erfassen (Huber, 2009;Lipowsky, 2014): Akzeptanz bei den Teil nehmer*innen, Auswirkungen auf die professionelle Kompetenz der Lehrkräft e, Veränderung ihres unterrichtlichen Handelns und Veränderungen in der Leistung oder Motivation der Schüler*innen. Hieraus resultieren allgemein anerkannte Gestaltungsprinzipien für Fortbildungen (Lipowsky, 2014; speziell in Bezug auf Mathe matik: Barzel & Selter, 2015): Kompetenzorientierung (Ausrichtung auf von Lehr kräft en benötigte Kompetenzen), Teilnehmerorientierung (Anknüpfen an individuelle Bedarfe und Überzeugungen sowie Einbindung der Teilnehmenden als aktive Lernende), Lehr-Lern-Vielfalt (aufgrund von Methodenwechseln), Fallbezug (Aufzeigen der direkten Umsetzbarkeit in die Praxis), Kooperationsanregung (Potenzial, die Teilnehmer*innen zur Kooperation und idealerweise sogar zur Bildung professioneller Lerngemeinschaft en anzuregen) und Refl exionsförderung (Phasen, in denen die DDS, 111. Jg., 2(2019) Perspektiven der Lehrkräft equalifi zierung Teilnehmer*innen ihre Unterrichtspraxis refl ektieren).…”

Section: Professionalisierung Von Multiplikator*innenunclassified

“…Zieht man die Gestaltungsprinzipien für die Fortbildung von Lehrkräft en (Lipowsky, 2014;Barzel & Selter, 2015) als Kriterien heran, so sind aufgrund der unterrichtspraktischen Ausbildung der berichteten Veranstaltungen Kompetenzorientierung und Fallbezug sicherlich gegeben. Sie kommen durch eine hohe Identifi kation mit den DDS, 111.…”

Section: Zusammenfassung Und Diskussionunclassified

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Das berufliche Selbstverständnis von Multiplikator*innen für den Mathematikunterricht an Grundschulen

Fritzsche¹,

Schuler²,

Wittmann³

2019

DDS

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In this paper the professional identity of multipliers for mathematics education in primary schools in the SouthWest of Germany is explored. Multipliers can be regarded as one pillar of the in-service teacher training system. Multipliers are primarily teachers and additionally plan and perform teacher trainings. Th e paper analyzes how multipliers describe their function and how they perceive themselves as part of this professional group. Th e study is based on 15 semi-structured interviews which have been analyzed with the documentary method. Structural conditions of the courses are described as well as the multipliers' professional identity which is sketched out in four case portraits. Finally we will discuss consequences for in-service teacher trainings.

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Section: Professionalisierung Von Multiplikator*innenunclassified

Section: Zusammenfassung Und Diskussionunclassified

Das berufliche Selbstverständnis von Multiplikator*innen für den Mathematikunterricht an Grundschulen

Fritzsche¹,

Schuler²,

Wittmann³

2019

DDS

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“…• Foster teachers' reflection on their own beliefs about the nature of mathematics, mathematics teaching, and their teaching experiences (Barzel & Selter 2015).…”

Section: Learning As a Teachermentioning

confidence: 99%

“…• Be participant-orientated: They should take teachers' individual needs into account (Guskey 2000) • Be relevant for their teaching practice, for example by experiencing new tasks and methods by themselves or by analyzing particular teaching situations (Barzel & Selter 2015).…”

Section: Learning As a Teachermentioning

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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“…One means of providing this support is professional development (PD). Southerland, 2009;Barzel & Selter, 2015). These criteria include among others, that PD should take into account all facets of teachers' competences and also foster teachers' self-reflection on their beliefs about mathematics teaching.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

Maaß¹,

Swan²,

Aldorf³

2017

JETS

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Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers' perceived enactments of IBL?

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Die DZLM-Gestaltungsprinzipien für Fortbildungen

Cited by 51 publications

References 45 publications

Das berufliche Selbstverständnis von Multiplikator*innen für den Mathematikunterricht an Grundschulen

Das berufliche Selbstverständnis von Multiplikator*innen für den Mathematikunterricht an Grundschulen

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

Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

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