Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?
Autor(en): | Bruns, Julia Hagena, Maike Gasteiger, Hedwig |
Stichwörter: | ATTITUDES; BELIEFS; Cascade approach; COMMUNITIES; CONTENT KNOWLEDGE; Early mathematics education; Education & Educational Research; facilitator professional development; IMPACT; MODELS; PROSPECTIVE PRESCHOOL TEACHERS; Scaling up; SENSITIVITY; STUDENT-ACHIEVEMENT; SUPPORT; Teacher professional development | Erscheinungsdatum: | 2023 | Herausgeber: | PERGAMON-ELSEVIER SCIENCE LTD | Enthalten in: | TEACHING AND TEACHER EDUCATION | Band: | 132 | Zusammenfassung: | Scaling up teacher professional development (TPD) struggles with spreading TPD while considering individual contexts. The presented study examines connecting these aims by using a cascade approach and taking a perspective on scaling up that acknowledges the need for adaptations by local facilitators. Teachers' learning gains in a TPD course enacted by facilitators (group B) are compared to those in the same TPD course enacted by the program developers (group A). Results indicate that teachers in group B achieved comparable learning gains regarding mathematical pedagogical content knowledge and beliefs as teachers in group A. Implications for scaling up TPD are discussed. |
ISSN: | 0742-051X | DOI: | 10.1016/j.tate.2023.104270 |
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