Effective CPD on a Large Scale: Examining the Development of Multipliers

Autor/inn/en	Roesken-Winter, Bettina; Schüler, Sven; Stahnke, Rebekka; Blömeke, Sigrid
Titel	Effective CPD on a Large Scale: Examining the Development of Multipliers
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 1, S.13-25 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-014-0644-5
Schlagwörter	Professional Continuing Education; Faculty Development; Instructional Design; Mathematics Teachers; Relevance (Education); Curriculum Development; Questionnaires; Interviews; Knowledge Level; Mathematics Skills; Mathematics Instruction; Teacher Competencies; Teacher Educators; Foreign Countries; Program Effectiveness; Teacher Attitudes; Germany + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fragebogen; Interviewing; Interviewtechnik; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrkunst; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Lehrerverhalten; Deutschland
Abstract	Much research has been conducted on exploring teacher learning and constituting Continuous Professional Development (CPD) designs for teachers. Yet, little is known about appropriate design principles of CPD for teacher trainers/multipliers who in turn are supposed to provide CPD for teachers. The German Center for Mathematics Teacher Education (DZLM) offers special CPD courses for multipliers that focus on design principles identified as relevant for effective CPD of teachers in the research literature. The present study elaborates whether these principles can be transferred to CPD of multipliers and how in turn these principles are affected by them: Do they consider themselves more competent after a CPD course that followed the design principles of teacher CPD? What relevance do they assign to these CPD design principles derived from the literature and has the course design become relevant for their own work as CPD providers to teachers? Participants were 12 multipliers immersed in a 1-year CPD course. Data was gathered via questionnaires and interviews. Quantitative and qualitative data analyses were carried out. Our results reveal a significant improvement of self-estimated knowledge and skills in mathematics, mathematics pedagogy, CPD management, and technical skills between before and 6 or 10 months after the course. The multipliers' descriptions of effective CPD focused on the design principles "competence-orientation" and "participant-orientation." In sum, all design principles were rated as highly important for their own work as CPD providers although they were modified. Thus, the present paper reveals deeper insights into the developmental processes multipliers undergo when educated according to crucial design principles of effective CPD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01