Effects of Facilitator Professional Development on Teachers' Learning -An Intervention Study in the Context of Early Mathematics Education
Résumé
A fundamental question in the context of professional development is whether teacher professional development (TPD) can be scaled up successfully using facilitator professional development (FPD) programs. Studies that link effects of FPD programs to teacher learning are, however, rare. The presented study addresses this research gap by examining effects of an extensive FPD program in the context of early mathematics education (EmMa M). To examine effects of EmMa M , a quasiexperimental intervention study with two intervention groups was conducted: While in group A the TPD course was enacted by the program developers, in group B the TPD was enacted by facilitators. Results show that teachers in group B achieved comparable learning gains to teachers in group A. This result supports the idea of scaling up professional development using FPDif facilitators are qualified accordingly.
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