Variations of in-service training for primary mathematics teachers. An empirical study.

Autor/inn/en	Selter, Christoph; Gräsel, Cornelia; Reinold, Martin; Trempler, Kati
Titel	Variations of in-service training for primary mathematics teachers. An empirical study.
Quelle	In: ZDM : mathematics education, 47 (2015) 1, S. 65-77 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-014-0639-2
Schlagwörter	Bildungsforschung; Lehrer; Lehrerfortbildung; Curriculum; Effektivität; Innovation; Kooperation; Wirkung
Abstract	Previous findings indicate that the effectiveness of in-service teacher training can be increased by a (pedagogical) content knowledge orientation on the one hand and the stimulation of cooperation among teachers on the other. In this paper, three versions of a multi-phase training program were compared in a quasi-experimental field study with a pre-post follow-up design: (A) a pedagogical content-focused version; (B) a version that especially stimulated cooperation; and (C) a version that combined both aspects. Additionally, two control groups D and E were investigated. Results show that trainings A and C were evaluated more positively, or at least not worse, than training B and the control groups D and E with regard to (1) the acceptance of the training in terms of the promotion of processrelated competences as well as of cooperation, (2) the acceptance of the innovation, and (3) teachers' epistemological beliefs. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3