How to elaborate what teachers should learn? Five steps for content specification of professional development programs, exemplified by "moves supporting participation in classroom discussions".

Autor/inn/en	Prediger, Susanne; Quasthoff, Uta; Vogler, Anna-Marietha; Heller, Vivien
Titel	How to elaborate what teachers should learn? Five steps for content specification of professional development programs, exemplified by "moves supporting participation in classroom discussions".
Quelle	In: Journal für Mathematik-Didaktik, 36 (2015) 2, S. 233-257 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch; deutsche Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0173-5322; 1869-2699
DOI	10.1007/s13138-015-0075-z
Schlagwörter	Leistungsentwicklung; Lehrer; Lehrerbildung; Lerninhalt; Mathematikunterricht; Professionalisierung
Abstract	This paper aims at widening the discussion on the research-based design of professional development (PD) programs: from the prevailing "how-questions" (with their focus on the pedagogy and didactical principles for PD) to the "what-questions." What-questions focus on the specification of the content in the PD program that should surmount deficit-oriented views on teachers' perspectives. The presentation of a five-step program for the theoretically and empirically grounded process of content specification of a PD program is exemplified by the content "moves supporting participation in classroom discussions"
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2016/2