Online professional development for teaching algebra: Towards the design of an asynchronous, adaptive self-learning module
Résumé
As a way to offer more flexible and easier to access in-service support, the number of online teacher
professional development programmes (oTPD) has rapidly grown over the past decade. The COVID19 pandemic, however, has added a new level of urgency to the participation in oTPD so that research
has largely not been able to keep pace with the design and delivery of such programmes. There is,
consequently, a lack of empirical evidence regarding optimal characteristics for the effective support
of teachers’ professional online learning, and also a need for more research on how professional
growth can be assessed in this context. We aim to address this research gap in the context of the
German professional development project MaCo (Catching up in mathematics after COVID-19). In
this paper, we describe the design elements of an asynchronous self-learning module for teaching
algebra including the development of a vignette-based test for assessing related learning outcomes.
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