Impact of professional development involving modelling on teachers and their teaching

Maaß, Katja; Engeln, Katrin

doi:10.1007/s11858-018-0911-y

Cited by 15 publications

(6 citation statements)

References 38 publications

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“…This has been done, for example, within the project Primas, in which a PD course on inquiry-based learning was developed and implemented. Here, students’ data supported the perspective of teachers (Maass & Engeln, 2018 ).…”

Section: Discussionsupporting

confidence: 71%

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Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

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The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.

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Section: Discussionsupporting

confidence: 71%

“…These criteria for PD courses have proven effective in practice (see, e.g. Maass & Engeln, 2018 , 2019 ) and provide guidelines for the design of PD courses on a general level.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…One possible explanation for this result might be that student‐centered beliefs in our sample are relatively firm ( M = 3.29, SD = 0.42 on a four‐point Likert scale). For example, Rienties et al (2013) detected similar high student‐centered beliefs for in‐service science teachers joining their online training program, which might be the result of a ceiling effect (see also Maass & Engeln, 2018). Another possible explanation for the missing effect of student‐centered beliefs might be the test instrument used in our study.…”

Section: Discussionmentioning

confidence: 98%

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed.

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“…A variety of approaches and research projects related to how to foster inquiry-based learning (IBL) in mathematics education also attach considerable importance to problem solving and modeling processes. For instance, the PRIMAS international project aimed at implementing inquiry-based methodologies in mathematics and science classrooms as well as in teacher education [6,7]. As highlighted by Maass and Engeln ([7], p. 3), the teaching of modeling within this project's framework equates to adopting an inquiry approach in realistic contexts.…”

Section: Introductionmentioning

confidence: 99%

Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

2021

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International research has pointed out the importance of integrating mathematical modeling and inquiry processes into the teaching and learning of mathematics. This paper aims to present an integrative model that enables analyzing the characteristics inquiry and modeling processes share in the same model with a view to using them when designing and implementing interdisciplinary teaching sequences. After presenting a synthesis of the literature review, our theoretical approach to inquiry and modeling for the analysis of an interdisciplinary teaching sequence will be introduced. We focus here on the case of an inquiry situation in an archaeological context where mathematics and history are interrelated. It was implemented at secondary school level with students aged 13–14. We use this particular case study to analyze the appearance of both processes, in order to look for coincidences, concatenations and synergies. The main result is an integrative model for the joint analysis of both processes.

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Impact of professional development involving modelling on teachers and their teaching

Cited by 15 publications

References 38 publications

Promoting Active Citizenship in Mathematics and Science Teaching

Promoting Active Citizenship in Mathematics and Science Teaching

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

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