Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects?

Julia Bruns; Maike Hagena; Hedwig Gasteiger

doi:10.1016/j.tate.2023.104270

Details

Originalsprache	Englisch
Aufsatznummer	104270
Fachzeitschrift	Teaching and Teacher Education
Jahrgang	132
Frühes Online-Datum	25 Juli 2023
Publikationsstatus	Veröffentlicht - Okt. 2023
Extern publiziert	Ja

Abstract

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.

ASJC Scopus Sachgebiete

Sozialwissenschaften (insg.)
Ausbildung bzw. Denomination

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Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects? / Bruns , Julia; Hagena, Maike; Gasteiger, Hedwig.
in: Teaching and Teacher Education, Jahrgang 132, 104270, 10.2023.

Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review

Bruns , J, Hagena, M & Gasteiger, H 2023, 'Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects?', Teaching and Teacher Education, Jg. 132, 104270. https://doi.org/10.1016/j.tate.2023.104270

Bruns , J., Hagena, M., & Gasteiger, H. (2023). Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects? Teaching and Teacher Education, 132, Artikel 104270. https://doi.org/10.1016/j.tate.2023.104270

Bruns J, Hagena M, Gasteiger H. Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects? Teaching and Teacher Education. 2023 Okt;132:104270. Epub 2023 Jul 25. doi: 10.1016/j.tate.2023.104270

Bruns , Julia ; Hagena, Maike ; Gasteiger, Hedwig. / Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects?. in: Teaching and Teacher Education. 2023 ; Jahrgang 132.

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title = "Professional development enacted by facilitators in the context of early mathematics education – Scaling up or dilution of effects?",

abstract = "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{\textquoteright} 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.",

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