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2.4. Achieving sustainability (based on the criteria for effective training by Lipowski, 2012) • offer long term opportunities for active learning • amplify pedagogical content knowledge and diagnostic skills of teachers focusing on the learning process of children • foster awareness of self-efficacy • effectively coordinate and align phases of input, trial and reflection • focus on criteria for effective teaching methods • provide feedback for teachers • work in professional learning communities Acknowledgements This qualification measure was carried out on the behalf of the IPN Kiel as part of the program „SINUS-Transfer Grundschule“ 2009. References Bieber, G., 2009, “Zum Problem der Nachhaltigkeit von Veränderungsprozessen in den Unterrichtsskripten von Lehrerinnen und Lehrern“, Lernen auf anderen Wegen. Abschlussdokumentation SINUS- Transfer Grundschule im Land Brandenburg, LISUM, pp.17-22. Binner, E., 2013, “Den Unterricht weiterentwickeln – Videoaufzeichnungen des eigenen Unterrichts“, Kompetenzorientiertes Lernen befördern – Erfahrungen zur Unterrichtsentwicklung im Schulset. Abschlussdokumentation SINUS an Grundschulen im Land Brandenburg, LISUM, pp. 35 – 36. 258
Teacher PD in the Czech Republic and implications of mascil - M. Bílek, I. Šimonová, M. Maněnová University of Hradec Kralove, Czech Republic 1 Historical background of the Czech education system development The Czech Republic has had a long and strong tradition in the field of teacher education and their professional development for ages. Having started in the 16 century. Jan Amos Komensky (Comenius) (1964), an innovator, who called for universal education for all children of any social level, introduced textbooks in the native (Czech) language with pictures, examples and activities from real life, applied effective teaching based on the natural gradual growth from simple to more comprehensive concepts, supported lifelong learning and development of logical thinking opposing empty memorization, presented and supported the idea of equal opportunity for children, opened doors to education for women, made instruction universal and practical etc. His practical educational influence was threefold: (1) he was both the teacher and organizer of schools; (2) he formulated the general theory of education which was detected in works of Bacon, Descartes, Rousseau, Pestalozzi and others and summarized Didactica Magna (Great Didactics, approx. 1631); (3) he influenced the subject matter and method of education, applied series of textbooks of a new type, e.g. Janua Linguarum Reserata (The Gate of Tongues Unlocked, 1631), Orbis Sensualium Pictus (1657) where illustrations to the work of teaching (relating to the world of work from the MaSciL point of view) were first published. Followed by numerous others, e.g. Marie Teresie, G.A. Lindner, his principles have been applied in all successful (Czech) education systems, last but not least in Tomas Bata vocational schools where employees of the shoe producing company were prepared. All the above positive implications were unfortunately deformed and not developed in the period of socialism, i.e. 1948- 1989. But it is necessary to explain that many enthusiasts were keeping high standard of teacher profession even in these times. One of the sources which the intentions of the Czech Republic and other developed countries in innovations in educatio resulted from, was the International UNESCO Commission Report ´Education for 21 century Learning: the treasure within Vzdělávání pro 21. století Učení je skryté bohatství (Delors, 1996). The report summarizes the lifelong education is based on four pillars which form the basis for setting the education curriculum and define how education should be understood: • To learn to know, i.e. unify sufficient general knowledge and detailed knowledge in the field, benefit from education occasions within the course of life, to learn to learn. 259
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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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a means of ensuring that students a
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environment and attitude that all w
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tended to end with phrases such as
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3.2.4 Feelings reported Teachers de
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disadvantage, as one facilitator po
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valid experiences to the discussion
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proposal. It is more likely to resu
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Joyce, B. and Showers, B., 1980,
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For this structure the Chair of Mat
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Acknowledgements This project has b
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Module 1: • Interpretation and de
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3.3 Structure & Contents The whole
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One usual name for providers of suc
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considered strong enough (e.g., a v
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This could make the situation of mu
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used for continuous adaptation of d
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M2-idea was extended and combined w
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discussed, also representatives fro
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in B Herzog-Punzenberger (ed), Nati
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KOMMS: Teacher training courses fos
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which involves ingredients which ca
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smartphones in school is increasing
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References Blomhøj, M., Jensen, T.
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Figure 1: The model of implementati
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Therefore following crucial challen
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as useful. Majority (91 %) of teach
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How to determine what teachers shou
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6.2 Track 2: Blended learning conce
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process, compared to the usual scho
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Figure 1: Elements of Activity 1 Th
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The supervision of the teacher educ
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Promoting teacher trainees’ inqui
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1.3 Tablet support Furthermore, Cas
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Figure 3. Blended-learning concept
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Measuring the distance of each step
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Figure 4: Interaction graph of the
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Bell, T., Urhahne, D., Schanze, S.,
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Online training courses: Design mod
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about 1000 course participants, whi
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mandatory). This is followed by the
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Research project WOLF is about deve
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Positive aspects timely, content-re
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References Bruder, R. & Sonnberger,
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Figure 1: An activity from the Corn
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The PD process is illustrated in Fi
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and for students with English as an
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5 Future research The Cornerstone M
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A Virtual Mathematics Laboratory in
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informatics/IT). The synergy betwee
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than 70% would commit essential err
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computer, Theme of the month (Figur
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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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Page 213 and 214: Appendix: The activity (Worksheet)
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Page 229 and 230: groups, the work of individual stud
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Page 233 and 234: equired to spend 440 hours (within
Page 235 and 236: Therefore the Steering Committee as
Page 237 and 238: References Michels, B., Kruger, J.
Page 239 and 240: 7. Development of competencies 8. E
Page 241 and 242: classroom environment or not be ver
Page 243 and 244: 4 Conclusions The project of raisin
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Page 247 and 248: were engaged in the process of defi
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Page 251 and 252: 5.1.3 PTs’ design and implementat
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Page 265 and 266: • and last but not least the call
Page 267 and 268: 3 Teacher training in the Czech Rep
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Page 289 and 290: In each intake participants exhibit
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Page 297 and 298: Lesson study Observation classroom
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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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