Variations of in-service training for primary mathematics teachers: an empirical study

Selter, Christoph; Gräsel, Cornelia; Reinold, Martin; Trempler, Kati

doi:10.1007/s11858-014-0639-2

Cited by 19 publications

(20 citation statements)

References 24 publications

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“…and to diagnose in students' utterances the next step for students' learning pathways. Based on research findings on the relevance of initiating in-school teacher cooperation (Jaworski 2006;Selter, Gräsel, Reinold, and Trempler 2015), we established PLCs in the schools that were working with the curriculum materials after having some PD (combination of material and systemic strategy on the classroom level with personnel strategy on the TPD level). After the first months, the systemic strategy was widened to the school principals' systemic support for institutionalizing the remediation courses and fixed meeting times of the PLCs in the schools' agenda (Prediger et al 2019a, b).…”

Section: Example For Combining Implementation Strategies On Different Levels In a Long-term And Large-scale Implementation Projectmentioning

confidence: 99%

“…In contrast, the systemic strategy on the classroom/school level has been underpinned by systematic DZLM TPD research which confirms the high relevance of the content focus, here on enhancing process-oriented competencies (such as modelling, problem solving, arguing) in primary mathematics teaching. For instance, Selter, Gräsel, Reinold and Trempler (2015) investigated the effectiveness of four TPD settings regarding teachers' acceptance of the PD and their beliefs about the new curriculum, as follows: (A) a TPD program with well-designed content on teaching process-oriented competences (i.e. a purely personnel strategy); (B) a TPD setting with only brief information on the new syllabus, requiring that process-oriented competences be taught and then building teacher PLCs (a purely systemic strategy); (C) a TPD program that combined both, the personnel and the systemic strategy; and (D) a control group.…”

Section: Towards a Research-base For The Systemic Strategy On The Tpd Levelmentioning

confidence: 99%

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Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Rösken-Winter

Stahnke

Prediger

et al. 2021

ZDM Mathematics Education

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Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities involved in scaling-up processes are addressed with three implementation strategies: a material, a personnel, and a systemic strategy. For each of them, the research base is empirically established by design research and intervention studies. The personnel strategy focuses on preparing teachers for innovative teaching approaches and on preparing PD facilitators for conducting PDs on the content involved. The empirical research required for creating a research base for the personnel strategy investigates what teachers and facilitators need to know about their learners (students on the classroom level, teachers on the PD level) with regard to a specific (PD) content. The main focus of the material strategy is to provide support for teachers and facilitators by adaptable curriculum materials for classrooms and PD sessions. The empirical research on the material strategies focuses on how such material needs to be constructed to ensure both flexibility and fidelity for impactful quality implementation. The systemic strategy involves considering the systemic contexts on each level and cooperating with the respective stakeholders (e.g., school principals or regional PD authorities). The corresponding empirical research focuses on the interplay of processes and systemic conditions. In this paper, we present the implementation strategies on different levels, and typical research approaches and results for strengthening their empirical and theoretical bases.

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Section: Example For Combining Implementation Strategies On Different Levels In a Long-term And Large-scale Implementation Projectmentioning

confidence: 99%

Section: Towards a Research-base For The Systemic Strategy On The Tpd Levelmentioning

confidence: 99%

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Rösken-Winter

Stahnke

Prediger

et al. 2021

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…However, given a choice the majority of teachers would opt for collaborative approaches. In a context where teachers feel disengaged, disempowered and distrusted (OECD 2015) this could be a significant finding and highlights to school leaders, those involved in running PD course in the municipalities and universities to start considering new forms of PDones that encourage greater levels of participation within different settings (Selter et al 2015). Various empirical studies have shown that PD that manages to stimulate teacher co-operation can lead to improvement in teaching and learning (Hiebert and Morris 2012).…”

Section: Engaging In Pd Sessions: Current and Preferred Formatmentioning

confidence: 99%

The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Karlberg

Bezzina

2020

Professional Development in Education

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This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachersˡ, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers.

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“…Furthermore, Esperanza et al (2016) were able to demonstrate that learning mathematics following FCA could have positive effects on both students' learning outcomes and enjoyment of mathematics. In order for scaling up (Cobb and Smith, 2008) promising approaches in mathematics education such as FCA, professional teacher development (PTD) could be one decisive factor (Selter et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mathematics and STEM teacher development for flipped education

Weinhandl

Lavicza

Houghton

2020

JRIT

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PurposeFlipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.Design/methodology/approachA total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.FindingsEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.Originality/valueEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

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Variations of in-service training for primary mathematics teachers: an empirical study

Cited by 19 publications

References 24 publications

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Mathematics and STEM teacher development for flipped education

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