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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 (PD) is the key to effecting change in mathematics and science education throughout Europe. Whilst the relevance of teacher PD is beyond dispute, there is still too little knowledge about how to scale-up professional development successfully and sustainably. Initiating discourse and leveraging international exchange about concepts and experiences concerning this essential topic were the main aims of the conference ‘Educating the Educators – International approaches to scaling-up professional development in mathematics and science education’, which took place in December 2014 in Essen, Germany. The conference was hosted by the EUfunded project mascil (mathematics and science for life), coordinated at the University of Freiburg, Germany, and the DZLM (German Centre for Mathematics Teacher Education) and brought together researchers and practitioners: teacher educators, multipliers and teachers who are all engaged in the field of maths and science education. This volume reflects participants’ conference experiences. Further, we are pleased to provide here background information and aims of the conference issue, as well as conference conclusions and an outlook on future needs and trends. The papers relate to four conference tracks, each addressing a different approach to scaling-up professional development in maths and science education: (1) (2) (3) (4) Scaling-up with multipliers in face-to-face professional development courses Blended learning concepts and e-learning support Disseminating and scaling-up through materials Professional learning communities. © WTM – Verlag für wissenschaftliche Texte und Medien, Münster 2015 ISBN 978-3-942197-85-4
Conference Proceedings in Mathematics Education Band 2 Katja Maaß, Bärbel Barzel, Günter Törner, Diana Wernisch, Elena Schäfer, Karen Reitz-Koncebovski (Editors) EDUCATING THE EDUCATORS: INTERNATIONAL APPROACHES TO SCALING-UP PROFESSIONAL DEVELOPMENT IN MATHEMATICS AND SCIENCE EDUCATION Proceedings of the Conference hosted jointly by the project mascil (mathematics and science for life) and the German Centre for Mathematics Education (DZLM), 15 -16 December 2014 in Essen, Germany
Page 1: Editors: Katja Maaß Bärbel Barzel
Page 5 and 6: Contents 1 Conference: Educating th
Page 7 and 8: Inquiry based biology education in
Page 9 and 10: 1 Conference: Educating the educato
Page 11 and 12: and at the same time, as profession
Page 13 and 14: In addition to exemplary, high qual
Page 15 and 16: 2 Conference outcomes and conclusio
Page 17 and 18: One of the most significant develop
Page 19 and 20: 2.5 Trends and needs in Europe to s
Page 21 and 22: necessary to delve even deeper into
Page 23 and 24: Strategies that effectively support
Page 25 and 26: • Common research question: In re
Page 27 and 28: 3.2 DZLM - German Centre for Mathem
Page 29 and 30: 4 Keynotes: Abstracts and Speaker I
Page 31 and 32: Teacher professional development in
Page 33 and 34: aspects of science education and ed
Page 35 and 36: EU countries (www.edumatics.eu). Al
Page 37 and 38: For several years, Manuela Welzel-B
Page 39 and 40: 6 Papers 6.1 Track 1: Scaling-up wi
Page 41 and 42: 3.1 The mathematical culture of cla
Page 43 and 44: literature and of a distributed fly
Page 45 and 46: proportional magnitudes - asking fo
Page 47 and 48: surface. Alternately two persons A
Page 49 and 50: subsets? Explain!” and “Write a
Page 51 and 52: 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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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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