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in concepts on teaching, or interdisciplinary and pedagogic facets of lesson quality (Kreis & Staub, 2012). There is evidence that student teachers engage in unsolicited collaborative lesson planning with peers during school internships. Studies on teaching related collaboration between peers show promising effects (Lu, 2010). Van Driel, Beijaard, & Verloop (2001) recommend to use peer coaching to help develop science teachers pedagogical content knowledge towards a more reform oriented curriculum with scientific inquiry as a core element. In addition to reflection with more experienced teachers peer coaching about scientific inquiry could be helpful, because mentoring teachers encounter problems to adequately support science teacher students in planning inquiry-oriented science lessons due to their own uncertainty in this field (Fazio et al., 2010). The intervention study KUBeX employs content focused peer coaching between pairs of science teacher students (Kreis & Staub, 2012) as an additional learning opportunity for planning and reflecting science lessons. In KUBeX we ask, whether and to what extent content focused peer coaching may contribute to the quality of lessons plans about scientific inquiry, especially experimental biology lessons. The findings of the project should contribute to the knowledge about processes and quality of science lesson planning between students. Moreover, findings should help to unveil the transition process from novice to expert teacher as an interaction of restructuring beliefs and adapting knowledge with the help of peers. 1 Methods KUBeX is a bi-national collaborative project of three Swiss (Thurgau, St. Gallen, Zurich) and one German university (Weingarten). Participants are science teacher students who qualify as biology teachers for lower secondary level (N = 120). Within KUBeX impacts of an intervention are studied with regard to (a) science teacher students’ knowledge, beliefs, and activities about content focused peer coaching in biology, (b) knowledge and beliefs about teaching scientific inquiry, and (c) quality of lesson plans of experimental biology lessons collaboratively planned and reflected. Research involves 1. quantitative analysis of content knowledge about experimentation and visual perception as contents of the planned lessons, 2. pedagogical content knowledge about scientific inquiry (“Orientation to Teaching Science”, “Knowledge of Assessment of Scientific Literacy”, “Knowledge of Instructional Strategies” and “Knowledge of Students’ Understanding of Science” (Magnusson et al., 1999)), 3. prior teaching experiences, 4. qualitative and quantitative analysis of video recordings of peer coachings, and written lesson plans. All participants take part in two successive workshops (2 x 90 min.) on pedagogical content knowledge with focus on scientific inquiry in biology. The intervention group additionally participates in two training workshops (2 x 90 min.) on content focuses peer coaching (Kreis & Staub, 2012). The control 326
group simultaneously receives an input, which does not interfere thematically. All workshops are fitted into the regular schedule and can be considered as ecologically valid. In a subsequent implementation phase, each science teacher student plans a biology lesson emphasizing methods of scientific inquiry within a standardized content (“visual perception”). Two students either of the control group or intervention group form tandems and discuss their initial lessons plans. Students’ discussions are video recorded. To analyse the quality of the peer coaching rubrics have been developed covering discussion topics, length and quality of discussion, and types of interventions chosen by the coach to elaborate the discussion. To analyse the quality of the initial lessons plans and lesson plans emerging from content focused peer coaching a rubric has been developed based on previously formulated requirements for teaching experimentation in biology taking into account relevant literature (e.g. Gyllenpalm & Wickmann, 2011; Schneider & Plasman, 2011; Börlin, 2012). 2 Findings At present data of questionnaires and video recordings are analysed. As expected first results show little development of science teacher students’ content knowledge. There is some preliminarily evidence that orientations to science teaching, and knowledge of instructional strategies increase. Peer coachings last between 10 and 50 minutes. Science teacher students discuss a variety of topics concerning pedagogical issues of the planned lesson like classroom and time management, uncertainties on content level (“How does visual perception work?”, “Is a dissection a kind of experiment?”), and challenges of teaching inquiry. Some of the participants were not able to plan an experimental biology lesson focussing on methods of scientific inquiry. Progressions in lesson quality as a result of peer discussions can be found but don’t come up regularly. Currently we analyse commonalities and differences of peer coachings between control and intervention group. References Abell, S.K. (2007) Research on science teacher knowledge. In S.K. Abell & N.G. Lederman (Eds.), Research on science teacher education (1105-1149). New York: Routledge Asay, L. & Orgill, M. (2010) Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007. Journal of Science Teacher Education, 21(1), 57-79. Börlin, J. (2012) Das Experiment als Lerngelegenheit: vom interkulturellen Vergleich des Physikunterrichts zu Merkmalen seiner Qualität. Logos Verlag Berlin GmbH. 327
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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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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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Page 283 and 284: Professional Learning Communities:
Page 285 and 286: presentation of professional develo
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Page 289 and 290: In each intake participants exhibit
Page 291 and 292: Figure 1: The course content has be
Page 293 and 294: Figure 3: There have been sufficien
Page 295 and 296: Professional Learning Communities -
Page 297 and 298: Lesson study Observation classroom
Page 299 and 300: studying their response to particul
Page 301 and 302: Learning on three levels In the kno
Page 303 and 304: study as one form of clinical resea
Page 305 and 306: A study of collaboration between ma
Page 307 and 308: 4 Towards an effective community of
Page 309 and 310: students and providing professional
Page 311 and 312: Figure 1: The structure of the JCU
Page 313 and 314: JCU learning community and (2) a gr
Page 315 and 316: At the moment this paper is written
Page 317 and 318: In 2014, 144 students were selected
Page 319 and 320: Van der Valk T., 2014b, “Connecti
Page 321 and 322: Figure 1: Lesson study cycle (adapt
Page 323 and 324: Work experience in Degree + extra i
Page 325 and 326: I learned that… from.. IMTPG Alan
Page 327 and 328: References Batanero, C., et al. (19
Page 329: Content focused peer coaching and t
Page 333: Wanzare, Z.O. (2007) The Transition
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