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4 To conclude Setting up and sustaining a TDT is a complex endeavour. Each of the different stakeholders (teachers, schools, facilitators, institutions) plays an important role. The Extended Model of Teacher Professional Growth can be helpful to set up a TDT and to predict and understand teacher learning. Professionalizing teachers in a TDT requires the use of small groups of teachers. When the group is too large (> 10) it is no longer possible to use teachers input and this is essential for the discourse process. The bottleneck for upscaling will be having sufficient numbers adequate facilitators. References Avalos, B. (2011). "Teacher professional development in Teaching and Teacher Education over ten years." Teaching and Teacher Education 27(1): 10-20. Clarke, D. and H. Hollingsworth (2002). "Elaborating a model of teacher professional growth." Teaching and Teacher Education 18(8): 947-967. Coenders, F. (2010). Teachers' professional growth during the development and class enactment of context-based chemistry student learning material. ELAN. Enschede, Doctoral Thesis University of Twente. PhD: 164. Coenders, F. and C. Terlouw (2012). A model for teacher learning in the context of a curriculum renewal. NARST Annual International Conference, Indianapolis, Indiana. Coenders, F., C. Terlouw, et al. (2010). "The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study." Journal of Science Teacher Education 21(5): 535-557. Desimone, L. M. (2011). "A Primer on Effective Professional Development." Phi Delta Kappan 92(6): 68-71. Fullan, M. G. (2007). The new meaning of educational change. New York, Teachers College Press. Garet, M. S., A. C. Porter, et al. (2001). "What Makes Professional Development Effective? Results from a National Sample of Teachers." American Educational Research Journal 38(4): 915-945. Gilbert, J. K. (2006). "On the nature of “context” in chemical education." International Journal of Science Education 28(9): 957 - 976. Lumpe, A. T. (2007). "Research-based professional development: Teachers engaged in professional learning communities." Journal of Science Teacher Education 18(1): 125-128. Parchmann, I., C. Gräsel, et al. (2006). "“Chemie im Kontext”: A symbiotic implementation of a context-based teaching and learning approach." International Journal of Science Education 28(9): 1041 - 1062. 70
Penuel, W., B. J. Fishman, et al. (2007). "What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation." American Educational Research Journal 44(4): 921-958. Schneider, R. M. and K. Plasman (2011). "Science Teacher Learning Progressions." Review of Educational Research 81(4): 530-565. Stoll, L., R. Bolam, et al. (2006). "Professional Learning Communities: A Review of the Literature." Journal of Educational Change 7(4): 221-258. Verhoef, N., D. Tall, et al. (2013). "The complexities of Lesson Study in a European situation." International Journal of Science and <strong>Mathematics</strong> Education: 1-23. Voogt, J., H. Westbroek, et al. (2011). "Teacher learning in collaborative curriculum design." Teaching and Teacher Education 27(8): 1235-1244. 71
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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
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
Page 53 and 54: provision of professional developme
Page 55 and 56: teaching of specific concepts in sc
Page 57 and 58: • The use of repetition in some p
Page 59 and 60: Even, R. and Ball, D. eds., 2008, T
Page 61 and 62: the curriculum, or main part of it,
Page 63 and 64: its applicability, write a final th
Page 65 and 66: professional life. That is why she
Page 67 and 68: “The meeting closed with a reques
Page 69 and 70: set-up. PRIMAS courses offered mult
Page 71 and 72: Figure 1: Extended Interconnected M
Page 73: 3.4 The facilitator Looking at the
Page 77 and 78: a means of ensuring that students a
Page 79 and 80: environment and attitude that all w
Page 81 and 82: tended to end with phrases such as
Page 83 and 84: 3.2.4 Feelings reported Teachers de
Page 85 and 86: disadvantage, as one facilitator po
Page 87 and 88: valid experiences to the discussion
Page 89 and 90: proposal. It is more likely to resu
Page 91 and 92: Joyce, B. and Showers, B., 1980,
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
Page 101 and 102: One usual name for providers of suc
Page 103 and 104: considered strong enough (e.g., a v
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
Page 111 and 112: discussed, also representatives fro
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
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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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