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

Original language	English
Article number	104270
Journal	Teaching and Teacher Education
Volume	132
Early online date	25 Jul 2023
Publication status	Published - Oct 2023
Externally published	Yes

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.

Keywords

Cascade approach, Early mathematics education, facilitator professional development, Scaling up, Teacher professional development

ASJC Scopus subject areas

Social Sciences(all)
Education

Cite this

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, Vol. 132, 104270, 10.2023.

Research output: Contribution to journal › Article › Research › 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, vol. 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, Article 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 Oct;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 ; Vol. 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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author = "Julia Bruns and Maike Hagena and Hedwig Gasteiger",

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