ERIC Number: EJ1052745
Record Type: Journal
Publication Date: 2015-Mar
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: N/A
Variations of In-Service Training for Primary Mathematics Teachers: An Empirical Study
Selter, Christoph; Gräsel, Cornelia; Reinold, Martin; Trempler, Kati
ZDM: The International Journal on Mathematics Education, v47 n1 p65-77 Mar 2015
Previous findings indicate that the effectiveness of in-service teacher training can be increased by a (pedagogical) content knowledge orientation on the one hand and the stimulation of cooperation among teachers on the other. In this paper, three versions of a multi-phase training program were compared in a quasi-experimental field study with a pre-post follow-up design: (A) a pedagogical content-focused version; (B) a version that especially stimulated cooperation; and (C) a version that combined both aspects. Additionally, two control groups D and E were investigated. Results show that trainings A and C were evaluated more positively, or at least not worse, than training B and the control groups D and E with regard to (1) the "acceptance of the training" in terms of the promotion of process-related competences as well as of cooperation, (2) the "acceptance of the innovation," and (3) teachers' "epistemological beliefs."
Descriptors: Mathematics Teachers, Elementary School Mathematics, Elementary School Teachers, Inservice Teacher Education, Pedagogical Content Knowledge, Teacher Collaboration, Quasiexperimental Design, Training Methods, Pretests Posttests, Followup Studies, Control Groups, Competence, Epistemology, Educational Innovation, Beliefs, Intermode Differences, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A