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Communication Dans Un Congrès Année : 2022

Effects of Facilitator Professional Development on Teachers' Learning -An Intervention Study in the Context of Early Mathematics Education

Julia Bruns
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  • PersonId : 1154508
Maike Hagena
  • Fonction : Auteur
  • PersonId : 1154509

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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Dates et versions

hal-03746235 , version 1 (05-08-2022)

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  • HAL Id : hal-03746235 , version 1

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Julia Bruns, Maike Hagena, Hedwig Gasteiger. Effects of Facilitator Professional Development on Teachers' Learning -An Intervention Study in the Context of Early Mathematics Education. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bolzano (en ligne), Italy. ⟨hal-03746235⟩

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