How to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs,
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ow to Elaborate What Teachers Should Learn? Five Steps for Content Specification of Professional Development Programs, Exemplified By “Moves Supporting Participation in Classroom Discussions” Susanne Prediger · Uta Quasthoff · Anna-Marietha Vogler · Vivien Heller Received: 20 April 2014 / Accepted: 24 August 2015 / Published online: 16 October 2015 © GDM 2015
Abstract This paper aims at widening the discussion on the research-based design of professional development (PD) programs: from the prevailing “how-questions” (with their focus on the pedagogy and didactical principles for PD) to the “whatquestions.” What-questions focus on the specification of the content in the PD program that should surmount deficit-oriented views on teachers’ perspectives. The presentation of a five-step program for the theoretically and empirically grounded process of content specification of a PD program is exemplified by the content “moves supporting participation in classroom discussions.” Keywords Professional development of teachers · Content specification · What-question · Moves supporting participation Mathematics Subject Classification (2010) 97B50 · 97C50 · 97C60 Wie spezifiziert man, was Lehrkräfte lernen sollen? Fünf Schritte der Inhalts-Spezifizierung für Professionalisierungsprogramme, exemplifiziert am Inhalt „partizipationsförderliche Impulse“ Zusammenfassung Der Artikel zielt auf eine Ausweitung der Diskussion um forschungsbasierte Professionalisierungsprogramme: von den vorherrschenden „Wie-Fragen“ (mit Fokus auf Methoden und didaktische Prinzipien) zu den „WasFragen“. Was-Fragen fokussieren auf die Inhalts-Spezifizierung jenseits der beliebigen Gegenstandskonstitution und defizitorientierten Perspektiven. Vorgestellt wird ein Fünf-Schritte-Programm für einen theoretisch und empirisch begründeten Prozess der Inhalts-Spezifizierung, und zwar am Beispielinhalt „partizipationsförderliche Impulse in Unterrichtsgesprächen“. S. Prediger () · U. Quasthoff · A.-M. Vogler · V. Heller Dortmund, Germany e-mail: [email protected]
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Professional development of mathematics teachers is a topic of growing interest in the mathematics education research community (cf. e.g., Sfard 2005; Sullivan and Wood 2008; Gellert et al. 2013). In analogy with any instructional design for students, the design of professional development (henceforth PD) programs requires a theoretical and empirical base. This need for research-based designs has fueled a growing body of empirical investigations into pedagogical features for PD programs focusing on their effectiveness. In that way, important pedagogical principles can be specified for the design of PD programs (for an overview see Lipowsky 2010; Clarke and Hollingworth 2002; Tirosh and Wood 2008). However, these studies rarely consider the ‘what-question’, that is, asking what content is most crucial for which PD programs and especially from which perspectives it should be addressed, i.e. “restructured” for the purposes of the PD. For example, in their survey
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