Educating the educators: international approaches to scaling-up professional development in mathematics and science education : proceedings of the conference hosted jointly by project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), 15 -16 December 2014 in Essen, Germany

Teachers are the decisive factors in ensuring the achievement of creative and sustainable learning outcomes in mathematics and science education, in fostering young peoples’ competences and enabling them to become critically thinking, responsible and active citizens. Teacher professional development...

Further contributors: Maaß, Katja (Owner)
Reitz-Koncebovski, Karen (Editor)
Barzel, Bärbel (Editor)
Törner, Günter (Editor)
Wernisch, Diana (Editor)
Schäfer, Elena (Editor)
Division/Institute:Zentrum für Lehrerbildung
Document types:Conference object
Media types:Text
Publication date:2015
Date of publication on miami:05.02.2016
Modification date:30.01.2017
Series:Conference proceedings in mathematics education, Bd. 2
Publisher: WTM-Verlag für wissenschaftliche Texte und Medien
Edition statement:[Electronic ed.]
Subjects:Lehrerbildung; Lehrerfortbildung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Kongress, Essen <2014>
DDC Subject:370: Bildung und Erziehung
510: Mathematik
Legal notice:© 2015 WTM – Verlag für wissenschaftliche Texte und Medien, Münster
License:InC 1.0
Language:English
Notes:Druckausg.: Maaß, Katja (Hrsg.): Educating the educators: international approaches to scaling-up professional development in mathematics and science education : proceedings of the conference hosted jointly by project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), 15 -16 December 2014 in Essen, Germany. Münster : WTM, 2015. (Conference Proceedings in Mathematics Education ; 2), ISBN 978-3-942197-77-9
Format:PDF document
ISBN:978-3-942197-85-4
URN:urn:nbn:de:hbz:6-66299622904
Permalink:http://nbn-resolving.de/urn:nbn:de:hbz:6-66299622904
Digital documents:wtm_isbn-978-3-942197-85-4.pdf
Use restricted. Please contact ServicePunkt Digitale Dienste at ULB Münster (miami@uni-muenster.de).
Table of contents:
  • 1 Conference: Educating the educators (K. Maass, D. Wernisch, K. Reitz-Koncebovski, E. Schäfer) ..... 5
  • 1.1 Aims and objectives ..... 5
  • 1.2 Conference tracks: Four different means of scaling-up ..... 6
  • 1.2.1 Track 1: Scaling-up with multipliers in face-to-face professional development courses ..... 6
  • 1.2.2 Track 2: Blended learning concepts and e-learning support ..... 7
  • 1.2.3 Track 3: Disseminating and scaling-up through materials ..... 8
  • 1.2.4 Track 4: Professional learning communities ..... 9
  • 2 Conference outcomes and conclusions (K. Maass, D. Wernisch, E. Schäfer) ..... 11
  • 2.1 Teacher professional development: Europe-wide perspective on current needs and trends ..... 11
  • 2.2 Bringing together a unique circle of participants: researchers, practitioners and policy makers ..... 11
  • 2.3 Innovation: Establishment of a future-oriented, European network of teacher training centres ..... 12
  • 2.4 mascil and DZLM - combining research and practice ..... 13
  • 2.5 Trends and needs in Europe to scale-up teacher professional development ..... 15
  • 3 Conference Hosts ..... 18
  • 3.1 mascil: maths and science for life! (K. Maass, D. Wernisch, E. Schäfer, A.-M. Aldorf) ..... 18
  • 3.2 DZLM: German Centre for Mathematics Teacher Education DZLM Team ..... 23
  • 4 Keynotes: Abstracts and Speaker Information ..... 25
  • Scaling-up professional development: chances and challenges (K. Krainer) ..... 25
  • The role of informal science institutions in teacher education (J. Dillon) ..... 26
  • Teacher professional development in Europe: perceptions, policies, and practices (P. Birch) ..... 27
  • 5 Presenter Programme ..... 28
  • 5.1 Track 1 plenary: Scaling-up with multipliers in face-to face professional development courses ..... 28
  • Long-term Teacher Professional Development: Lessons learnt from PRIMAS (J. Farrugia) ..... 28
  • 5.2 Track 2 plenary: Blended learning concepts and e-learning support ..... 30
  • Blended learning and e-learning support within the context of Cornerstone Maths – The changing culture of teachers' professional development (A. Clark-Wilson) ..... 30
  • 5.3 Track 3 plenary: Disseminating and scaling-up through materials ..... 32
  • Prepared to use it? – Disseminating and Scaling-up Professional Development Through Materials (M. Welzel-Breuer) ..... 32
  • 5.4 Track 4 plenary: Professional learning communities ..... 34
  • Learning on three levels – students’, teachers’ and educators’ learning from the Learning study (U. Runesson) ..... 34
  • 6 Papers ..... 35
  • 6.1 Track 1: Scaling-up with multipliers in face-to-face professional development courses ..... 35
  • Professional Development of experienced Teachers (H. J. Brenner) ..... 35
  • Building capacity: developing a course for mathematics and science teacher educators (A. Childs, J. Hillier, S. Thornton, A. Watson) ..... 47
  • PRIMAS Multiplier Concept Implementation in Slovakian Context (S. Čeretková, I. Jakab, Z. Naštická) ..... 56
  • Professionalizing teachers in a Teacher Design Team (F. Coenders) ..... 66
  • Long-term Teacher Professional Development: Lessons learnt from PRIMAS (J. Farrugia) ..... 72
  • KeyCoMath - Multipliers Concept for the Urban Network of Primary Schools (C. Götz, P. Ihn-Huber, V. Ulm) ..... 88
  • Sustainable Training in Mathematics (H. Juen, C. Juen-Kretschmer) ..... 92
  • Scaling up professional development: Changes and challenges (K. Krainer) ..... 96
  • KOMMS: Teacher training courses fostering modelling in schools (J. Kreckler) ..... 111
  • Inquiry based biology education in the Czech Republic: A reflection of five years dissemination (J. Petr, T. Ditrich, R. Závodská; M. Papáček) ..... 118
  • How to determine what teachers should learn and multipliers need to know? Five steps for content specification of professional development programs and the research-based background for multipliers (S. Prediger) ..... 125
  • 6.2 Track 2: Blended learning concepts and e-learning support ...... 127
  • A study and research path on mathematical modelling for inservice teacher education: the challenge of an online course on SRP-TE (B. Barquero, M. Bosch, A. Romo) ..... 127
  • Promoting teacher trainees’ inquiry skills by self-regulation and tablets (T. Bruckermann, E. Aschermann, A. Bresges, K. Schlüter) ..... 135
  • Online training courses: Design models, addressees, effects, and outstanding issues (R. Bruder, A. Böhnke) ..... 147
  • Blended learning and e-learning support within the Cornerstone Maths Project (A. Clark- Wilson, C. Hoyles) ..... 158
  • A Virtual Mathematics Laboratory in support of educating educators in inquiry-based style (P. Kenderov, T. Chehlarova, E. Sendova) ..... 167
  • Supporting the teacher role during amusement park visits: Materials, workshops and interaction (A.-M. Pendrill, C. Kozma, A. Theve) ..... 177
  • Using Blended Learning in a Math Pedagogy Course for Experienced Teachers (T. van den Bogaart) ..... 181
  • 6.3 Track 3: Disseminating and scaling-up through materials ......... 193
  • Learning through inquiry in the world of work at Primary School (M. R. Ariza, A. Quesada, A. M. Abril, M. Evagorou) ..... 193
  • An IBL application from the inside (C. Choutou, C. Kotteakos, V. Vonta, M. A. Zisimopoulou) ..... 199
  • Science and Maths by inquiring about the image size in a camera obscura (A. M. Criado, A. García-Carmona) ..... 210
  • The potential of a task for professional development across national contexts (M. Doorman, J. Garcia, D. Potari, G. Zsombori, S. András) ..... 216
  • Professional development of teachers by developing, testing and teaching curriculum materials of an interdisciplinary STEM-course (NLT) for senior high school (B. Michels, H. Eijkelhof) ..... 228
  • Raising the professional competence of mathematics teachers in Sweden: The challenges of practice viewed from a material developer’s perspective (O. Popov) ..... 234
  • Integrating inquiry-based tasks and the world of work in mathematics and science teacher education (D. Potari, G. Psycharis, V. Spiliotopoulou, C. Triantafillou, T. Zachariades) ..... 240
  • 6.4 Track 4: Professional learning communities ..... 255
  • Using video recordings of ones own lessons – supporting teachers by coaching lesson development (G. Bieber, E. Binner) ..... 255
  • Teacher PD in the Czech Republic and implications of mascil (M. Bílek, I. Šimonová, M. Maněnová) ..... 259
  • Professional qualification of teacher tandems conceptually combined with lesson development (M. Grassmann, E. Binner) ..... 267
  • Competencies in Mathematics and Science Education (CMSE): A programme promoting in-service teachers’ professional development (C. Haagen, V. Rechberger, W. Knechtl, G. Rath, L. Mathelitsch) ..... 273
  • Professional Learning Communities: What are the important questions for an educator to ensure a sustainable community? (C. Pearn) ..... 279
  • Professional Learning Communities - the case of Learning study (U. Runesson) ..... 291
  • A study of collaboration between mathematics teachers and mathematics education researchers: insights into developing professional learning (K. Siopi, A. Chatzigoula, A. Manaridis, D. Potari, C. Sakonidis) ..... 301
  • Learning Communities in a STEM Education Network: scaling-up a talent development programme (T. van der Valk, S. Sanne Tromp, C. Kleijer) ..... 304
  • Lesson Study as a tool for professional development: the context of counting problems (N. Verhoef, F. Coenders) ..... 316
  • Content focused peer coaching and the development of lesson plans about scientific inquiry (H. Weitzel, R. Blank) ..... 325.