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Acknowledgements Publication of this contribution was supported by the grant GAJU 078/2013/S. References Charette R. N., 2013, “The STEM Crisis Is a Myth.” IEEE Spectrum, published online, available at http://spectrum.ieee.org/at-work/education/the-stem-crisisis-a-myth [accessed 05-25-2014]. Rokos L., R. Závodská, M. Bílá, L. Řeháčková, 2013, “The respondent - secondary school and university student- and primary biological education“, Journal of International Scientific Publication: Educational Alternatives 11, pp. 334-344. Papáček M., 2010a, “Limity a šance zavádění badatelsky orientovaného vyučování přírodopisu a biologie v České republice. (= Limits and chances for implementation of inquiry based science and biology education in the Czech Republic.)“, pp. 145 – 162. In: Papáček M. (ed.): Didaktika biologie v České republice 2010 a badatelsky orientované vyučování (DiBi 2010). Sborník příspěvků semináře, 25. a 26. března 2010, Jihočeská univerzita, České Budějovice. 165 p. (In Czech), available at: http://www.pf.jcu.cz/stru/katedry/bi/DiBi2010.pdf Papáček M., 2010b, “Badatelsky orientované přírodovědné vyučování – cesta pro biologické vzdělávání generací Y, Z a alfa? (= Inquiry based science education: A way for the biology education of generations Y, Z, and alpha?)”, Scientia in educatione, 1 (1), pp.33-49. (In Czech) 124
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 TU Dortmund University, Dortmund Professional development of mathematics teachers is a topic of growing interest in the mathematics education research community. In analogy to any instructional design for students, the design of professional development (henceforth PD) programs requires a theoretical and empirical base. This need for research-based designs has fueled a growing body of empirical investigations into pedagogical features for PD programs focusing on their effectiveness. In that way, important principles could be specified for the design of PD programs (for an overview cf. Lipowsky 2010). However, these studies rarely consider the ‘what-question’, that is asking what contents are most crucial for PD programs and in which perspectives they should be addressed. E.g., in their survey on the state of teacher education at ICME 2004, Adler et al. (2005) do not name the specification of contents as a major issue of research, and especially remarkable is the fact, that it is not even on their list of missing issues. However, especially for the work with multipliers, the content specification is of major importance. Considering the variety and sometimes arbitrariness of possible contents for PD programs, the talk starts from the assumption that selecting crucial competences calls for its theoretical and empirical foundation. As emphasized for mathematical contents by van den Heuvel-Panhuizen (2005), the empirical foundation is not restricted to proving effectiveness for students’ learning in experimental interventions, but also other forms of empirical insights come into question that can inform the selection of content. This need for an empirical base also applies to PD courses which are conducted by multipliers who are not themselves involved in the research. Thus, this talk firstly suggests the systematic use of empirical approaches (e.g. on classroom interaction) to identify the most urgent kind of contents. Secondly, these contents need a socalled restructuring for the purposes of PD (Prediger 2005) that takes into account the theoretical foundation, empirical investigations, but also relevant perceptions and conceptions of teachers. These necessities are combined in our five step approach for content specification in research-based design of PD programs (Prediger et al. submitted): Step 1. Theoretical embedding: Why and how is the content relevant? Step 2. Empirically based specification of the concrete professional demands Step 3. Empirical exploration of teachers’ perspectives 125
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Editors: Katja Maaß Bärbel Barzel
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Conference Proceedings in Mathemati
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Contents 1 Conference: Educating th
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Inquiry based biology education in
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1 Conference: Educating the educato
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and at the same time, as profession
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In addition to exemplary, high qual
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2 Conference outcomes and conclusio
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One of the most significant develop
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2.5 Trends and needs in Europe to s
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necessary to delve even deeper into
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Strategies that effectively support
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• Common research question: In re
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3.2 DZLM - German Centre for Mathem
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4 Keynotes: Abstracts and Speaker I
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Teacher professional development in
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aspects of science education and ed
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EU countries (www.edumatics.eu). Al
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For several years, Manuela Welzel-B
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6 Papers 6.1 Track 1: Scaling-up wi
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3.1 The mathematical culture of cla
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literature and of a distributed fly
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proportional magnitudes - asking fo
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surface. Alternately two persons A
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subsets? Explain!” and “Write a
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Building capacity: developing a cou
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provision of professional developme
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teaching of specific concepts in sc
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• The use of repetition in some p
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Even, R. and Ball, D. eds., 2008, T
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the curriculum, or main part of it,
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its applicability, write a final th
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professional life. That is why she
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“The meeting closed with a reques
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set-up. PRIMAS courses offered mult
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Figure 1: Extended Interconnected M
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3.4 The facilitator Looking at the
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Penuel, W., B. J. Fishman, et al. (
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Page 79 and 80: environment and attitude that all w
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Page 83 and 84: 3.2.4 Feelings reported Teachers de
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Page 93 and 94: For this structure the Chair of Mat
Page 95 and 96: Acknowledgements This project has b
Page 97 and 98: Module 1: • Interpretation and de
Page 99 and 100: 3.3 Structure & Contents The whole
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Page 105 and 106: This could make the situation of mu
Page 107 and 108: used for continuous adaptation of d
Page 109 and 110: M2-idea was extended and combined w
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Page 113 and 114: in B Herzog-Punzenberger (ed), Nati
Page 115 and 116: KOMMS: Teacher training courses fos
Page 117 and 118: which involves ingredients which ca
Page 119 and 120: smartphones in school is increasing
Page 121 and 122: References Blomhøj, M., Jensen, T.
Page 123 and 124: Figure 1: The model of implementati
Page 125 and 126: Therefore following crucial challen
Page 127: as useful. Majority (91 %) of teach
Page 131 and 132: 6.2 Track 2: Blended learning conce
Page 133 and 134: process, compared to the usual scho
Page 135 and 136: Figure 1: Elements of Activity 1 Th
Page 137 and 138: The supervision of the teacher educ
Page 139 and 140: Promoting teacher trainees’ inqui
Page 141 and 142: 1.3 Tablet support Furthermore, Cas
Page 143 and 144: Figure 3. Blended-learning concept
Page 145 and 146: Measuring the distance of each step
Page 147 and 148: Figure 4: Interaction graph of the
Page 149 and 150: Bell, T., Urhahne, D., Schanze, S.,
Page 151 and 152: Online training courses: Design mod
Page 153 and 154: about 1000 course participants, whi
Page 155 and 156: mandatory). This is followed by the
Page 157 and 158: Research project WOLF is about deve
Page 159 and 160: Positive aspects timely, content-re
Page 161 and 162: References Bruder, R. & Sonnberger,
Page 163 and 164: Figure 1: An activity from the Corn
Page 165 and 166: The PD process is illustrated in Fi
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Page 169 and 170: 5 Future research The Cornerstone M
Page 171 and 172: A Virtual Mathematics Laboratory in
Page 173 and 174: informatics/IT). The synergy betwee
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References Branzov, T., 2015, Viva
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Supporting the teacher role during
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worksheets and encouraged teachers
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Using Blended Learning in a Math Pe
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2.2 Blended learning and the HU uni
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At the beginning of the weekly cycl
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3.3 Evaluation and reflection The n
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4.2 A perspective on flexibility No
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4.3 Experience We are going to inco
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6.3 Track 3: Disseminating and scal
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processes and on important science
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Figure 1: Model for studying differ
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An IBL application from the inside
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3.1.2 The classroom management In t
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and what part it plays in the cover
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Figure 7 3.2.3.4 Task 4 At the fina
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Moreover, they pointed out that thi
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Appendix: The activity (Worksheet)
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f = 60 / 80cm Hole aperture Ø ≈0
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a) The image size in a camera obscu
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D(m) h(m) h(m) Image height when f
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pose questions, explore situations,
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Figure 1: Worksheet for the Parking
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mathematical domains and related to
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5 minutes 10 minutes 5 minutes 25 m
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groups, the work of individual stud
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(Retrieved at January 9 th , 2015 f
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equired to spend 440 hours (within
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Therefore the Steering Committee as
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References Michels, B., Kruger, J.
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7. Development of competencies 8. E
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classroom environment or not be ver
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4 Conclusions The project of raisin
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(Settlage 2007, p. 204), that is to
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were engaged in the process of defi
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emerging. The students are expected
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5.1.3 PTs’ design and implementat
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eflected on their experience and in
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a designer to the students. This is
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throughout their studies. The use o
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6.4 Track 4: Professional learning
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2.1 Objectives and areas of experti
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Teacher PD in the Czech Republic an
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• and last but not least the call
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3 Teacher training in the Czech Rep
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Samples of course topics for primar
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Professional qualification of teach
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Three practical work phases Phase 1
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All courses are evaluated by the DZ
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Competencies in Mathematics and Sci
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up to upper secondary level. The pr
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materials and interim reports are e
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Professional Learning Communities:
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presentation of professional develo
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and included participants from Spec
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In each intake participants exhibit
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Figure 1: The course content has be
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Figure 3: There have been sufficien
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Professional Learning Communities -
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Lesson study Observation classroom
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studying their response to particul
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Learning on three levels In the kno
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study as one form of clinical resea
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A study of collaboration between ma
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4 Towards an effective community of
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students and providing professional
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Figure 1: The structure of the JCU
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JCU learning community and (2) a gr
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At the moment this paper is written
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In 2014, 144 students were selected
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Van der Valk T., 2014b, “Connecti
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Figure 1: Lesson study cycle (adapt
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Work experience in Degree + extra i
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I learned that… from.. IMTPG Alan
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References Batanero, C., et al. (19
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Content focused peer coaching and t
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group simultaneously receives an in
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Wanzare, Z.O. (2007) The Transition
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