How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”

Prediger, Susanne; Quasthoff, Uta Μ.; Vogler, Anna-Marietha; Heller, Vivien

doi:10.1007/s13138-015-0075-z

Cited by 15 publications

(7 citation statements)

References 43 publications

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“…Various ways of partnership in scientific and practical activities are relevant [26];  competent use of information and communication technologies in education in general and in teaching mathematics in particular is relevant. Based on the review of training documents of six "Western" countries (USA, UK, Australia, New Zealand, France and the Netherlands) and eight "Far Eastern" systems (mainland China, Taiwan, Hong Kong, Macao, Japan, South Korea, Singapore and Malaysia), conclusions are made how the use of information and communication technologies impacts improvement in the quality of mathematical education [27];  important values of teachers as components of their pedagogical identity, and relationship between assigned and implemented values of teachers is also worth of attention [28];  teachers' professional reading is an understudied aspect of teachers' professional development that remains out of sight, but which has the potential to shape teachers' beliefs and practices [29];  new reasonable proposals are needed to clarify the content of professional development programs for teachers of mathematics [30].…”

Section: Discussionmentioning

confidence: 99%

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Матяш¹,

Mykhailenko²

2020

ujer

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The article contains explanations of the importance of developing the competence of teachers with teaching mathematics and introduces the idea of constructive approximation of the methodical activity of school teachers and lecturers of pedagogical universities. It describes certain features of the Ukrainian system of methodical training of future mathematics teachers at pedagogical universities. The objective of the study is to experimentally discover the influence of teachersp articipation in special geometry teaching competitions on the methodological development of practicing and future mathematics teachers. For the purposes of the study, the Vinnytsia State Pedagogical University hosted a competition of geometry teaching methodological findings for practicing teachers and a methodological skills contest for future math teachers in 2017, 2018, and 2019. We surveyed 32 participants of the above competitions. Practicing math teachers have laid stress upon the high quality of discussions on current problems of teaching geometry, new opportunities to share the experience gained, the high level of expertise and recognition of their own ideas about teaching geometry within the cooperation with the Pedagogical University organized by us. Future mathematics teachers have indicated the growing interest in future methodical activities at school, decided upon their own own aspirations for methodological development. The main conclusions: the educational environment for training the future mathematics teachers at the university should promptly respond to the new requirements for methodical performance of a teacher of the modern school; future math teachers have more opportunities for methodological development in specially created conditions of communication with experienced practicing teachers; practicing math teachers have more opportunities for methodological self-development in the process of active discussion of methodological issues with future teachers, lecturers of pedagogical universities, and scientists in the field of mathematics teaching methodology. We bring your attention to topicality of the problem of math teachers' creative approach to teaching, their willingness to comprehend, analyze and adopt innovations.

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Section: Discussionmentioning

confidence: 99%

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Матяш¹,

Mykhailenko²

2020

ujer

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“…In a descriptive mode, teachers' enacted practices are analyzed empirically to identify the underlying categories, pedagogical tools, and orientations that teachers activate. When combining prescriptive and descriptive research purposes, the targeted and enacted practices can be contrasted to reveal more subtle insights into the interplay between practices, categories, and orientations and possible perceived conflicts (Prediger et al, 2015). This also allows design researchers to specify further categories and orientations that teachers should learn in order to leverage their enacted teaching practices into intended teaching practices (McDonald et al, 2013).…”

Section: Conceptual Framework Of the Studymentioning

confidence: 99%

“…This study aims to support the teacher PD effort in inclusive mathematics education by identifying practices through which teachers can integrate the demands of inclusive mathematics education that might otherwise be perceived as conflicting. Once identified, such practices might guide PD facilitators in specifying the content of PD courses and in understanding participants' needs (Prediger et al, 2015). The study follows the general research agenda of educational reconstruction (Kattmann et al, 1998) that was lifted to the level of teachers: Qualitative empirical research was conducted to explain teachers' perceived conflicts and to identify ways of integrating demands (in this study, of inclusive education).…”

Section: Research Questionsmentioning

confidence: 99%

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

Büscher

Prediger

2022

J Math Teacher Educ

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When implementing educational innovations, teachers’ approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers’ practices for integrating these demands by disentangling the interplay between teachers’ self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers’ articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

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“…Walsh 2013; Sert 2015; Schwab 2014; Kern 2014; Heller and Morek 2015; Paul 2018; Buttlar and Weiser-Zurmühlen Forthcoming). Prediger et al (2015) suggest combining classroom research that focuses on teaching practices with teacher perceptions of classroom events in order to determine what is actually needed for the teachers' professional development. In the framework of recent projects on the improvement of teacher education in Germany (e.g.…”

Section: Interactionist Approaches To the (Second) Language Classroommentioning

confidence: 99%

‘Embracing social interaction in the L2 classroom: perspectives for language teacher education’ – an introduction

Glaser¹,

Kupetz

You

2019

Classroom Discourse

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View related articles View Crossmark data Citing articles: 2 View citing articles EDITORIAL 'Embracing social interaction in the L2 classroom: perspectives for language teacher education'an introduction This special issue arose out of the international interdisciplinary symposium 'From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education,' which was held in Hanover, Germany, in September 2017 and funded by Volkswagen Foundation. As did the conference, the special issue reflects our attempts to advance research on language classroom interaction and foreign/second language teaching by promoting the dialogue between scholars working in the fields of Conversation Analysis (CA) and language teaching research. Language teaching research is increasingly interested in the learning process as a social accomplishment and thus in the interaction that takes place in the language classroom between teachers and student(s) as well as among the learners (e.g. Schwab, Hoffmann, and Schön 2017; Limberg and Jäkel 2016). CA research provides suitable empirical tools for the investigation of classroom phenomena. At their intersection, empirical studies provide information on the interactional processes involved in language teaching and learning, which can ultimately inform language teacher training and contribute to its increased professionalization. This special issue further aims to build bridges between research traditions in a geographical sense in that it brings together work by scholars from Europe and North America. By showing that scholars in different parts of the world are working on related issues, and by making this work openly accessible, we hope to contribute to overcoming some of the obstacles which the use of national languages and platforms for scholarly publications occasionally entail. Interaction-oriented classroom research has gathered great momentum internationally, and we believe that the community stands to gain much from leveraging those synergies. All of the five papers collected in this issue take a conversation-analytic approach to analyzing second/foreign language (L2) classroom interaction and strive to make their findings useful for teacher education. Accordingly, we will briefly introduce the CA-for-SLA approach as well as conceptualizations of CA-based teacher training before previewing each contribution and their implications for teacher education. Conversation analysis and (second) language classroom interaction Using CA to investigate interactional phenomena in second/foreign language classrooms with the aim of raising teachers' (educators') 'awareness of the interactional dimensions of language use in context' (Firth and Wagner 1997, 286) is in line with the CA-for-SLA (Second Language Acquisition) tradition. Employing an emic (i.e.

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How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions”

Cited by 15 publications

References 43 publications

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Opportunities for Method Competence Development of Mathematics Teachers: The Role of Participation in Competitions with Colleagues

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

‘Embracing social interaction in the L2 classroom: perspectives for language teacher education’ – an introduction

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