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: The International Journal on Mathematics Education, 47 (2015) 1, S.65-77 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-014-0639-2
Schlagwörter	Mathematics Teachers; Elementary School Mathematics; Elementary School Teachers; Inservice Teacher Education; Pedagogical Content Knowledge; Teacher Collaboration; Quasiexperimental Design; Training Methods; Pretests Posttests; Followup Studies; Control Groups; Competence; Epistemology; Educational Innovation; Beliefs; Intermode Differences; Program Effectiveness + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Lehrerfortbildung; Pädagogische Kompetenz; Lehrerkooperation; Didaktik; Trainingsmaßnahme; Follow-up studies; Kontaktstudium; Kompetenz; Erkenntnistheorie; Instructional innovation; Bildungsinnovation; Belief; Glaube
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 process-related competences as well as of cooperation, (2) the "acceptance of the innovation," and (3) teachers' "epistemological beliefs." (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01