Educating the Educators

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2019, ETE III

October, combined with MaSDiV

2016, Freiburg (ETE II)

  • 7 to 8 November 2016 (including an Early Career Researchers' Day on 9 November) at the University of Education Freiburg, Freiburg, Germany.
  • Theme: 'Educating the educators - international approaches to scaling-up professional development in maths and science education'

This second international conference is as well specifically devoted to the topic of educating the educators in mathematics and science education. It will serve as a platform for international exchange about concepts and experiences.

  • Aim: to present and discuss different approaches which ensure a high quality of the education of educators:
    • Personal dimension: Which roles, contents and activities have to be considered in the PD for facilitators (in professional learning communities and in the multiplier concept)?
    • Material dimension: Which role can materials play in professional development for math and science teachers (classroom materials, face-to-face PD materials and e-learning PD materials)?
    • Structural dimension: How to establish adequate systemic project designs for scaling up and their evaluation (like e.g. in mascil or other professionalisation projects)?
  • Keynotes: Alan Schoenfeld (Berkeley, US), Malcolm Swan (Nottingham, UK), and Olaf Köller (Kiel, Germany)
  • Contributions: The deadline for submission of proposals is Friday, 16 April 2016. The proposal should not exceed 2 pages


2014, Essen

  • 15 – 16 December 2014, University of Duisburg-Essen, Campus Essen, Germany
  • Publicaties in een special van ZDM

NL-continent

Mieke Abels, Theo van den Bogaart, Fer Coenders, Ria Dolfing, Michiel Doorman, Harrie Eijkelhof, Sabine Fechner, Dede de Haan, Vincent Jonker, Cécile Kleijer, Ad Mooldijk, Ton van der Valk, Nellie Verhoef, Monica Wijers, Winnifred Wijnker

Plenary

  • Tuesday, december 16, 2014: Justin Dillon (LKL, UK) over Informeel leren (en de rol van science centers): The role of informal science institutions in teacher education


Track 1: Scaling-up with multipliers in face-to-face professional development courses

  • S. Schüler, B. Rösken-Winter, R. Stahnke, J. Weißenrieder: Exploring multipliers conceptualization of CPD
  • T. Wassong, R. Biehler: Evaluation of a Continuous Professional Development for Mathematics Mentor Teachers for Improving the Quality of Teacher Training in Statistics: The duality of mentor teachers of being a mentor and being a teacher
  • K. Maaß: The international concept of educating multipliers in the project Primas
  • S. Ceretkova, I. Jakab, Z. Nasticka: Learning from the international PRIMAS concept of educating multipliers: reflections on the implementation in Slovakia and experiences of a multiplier
  • K. Kikis-Papadakis, M. Parreira do Amaral, F. Chaimala: Teachers as Policy Makers in Practice: Challenges and Opportunities from the perspective of Inquiry-Based Learning
  • A. Childs, J. Hillier, S. Thornton, A. Watson: Building capacitiy: developing a course for mathematics and science teacher educators
  • B. Barzel: Preparing multipliers for the challenge of in-service-trainings - The concept of the German Center for Mathematics Teacher Education (DZLM)
  • J. Kreckler: KOMMS: Teacher training courses fostering modelling in schools
  • S. Prediger: How to determine what teachers should learn and multipliers need to know? Five steps for content specification of professional development programs and the research-based background for multipliers
  • A. Eichler and B. Barzel: Teachers teaching with technology T3 Germany – an interest group of teachers aiming to develop mathematics classrooms
  • F. Coenders: Professionalizing teachers in a Teacher Design Team


Track 2: Blended learning concepts and e-learning support

  • J. García, M. Romero-Ariza, A. Abril-Gallego, A. Quesada-Armenteros: E-professional development of teachers: The design of a toolkit for collaborative e-learning
  • B. Barquero, M. Bosch, A. Romo: A study and research path on mathematical modelling for in-service teacher education: The challenge of an online course on SRP-TE
  • R. Bruder and A. Böhnke: Online training courses: Design models, addressees, effects and outstanding issues
  • T. van den Bogaart: Using Blended Learning in a Math Pedagogy Course for Experienced Teachers
  • T. Bruckermann, E. Aschermann, A. Bresges, K. Schlüter: Promoting teacher trainees’ inquiry skills by self‐regulation and tablet. Hands‐on... video journaling for promoting teacher trainees’ inquiry skills
  • P. Kenderov, T. Chehlarova, E. Sendova: A Virtual Mathematics Laboratory in support of educating educators in inquiry-based style


Track 3: Disseminating and scaling-up through materials

  • Monday 15-12-2014

Plenaire spreker Manuela Welzel-Breuer: Prepared to use it? – Disseminating and Scaling‐up Professional Development through Materials

  • Ze geeft enkele voorbeelden: Scientix, CAT4U, ze heeft zelf veel ervaringen met dit soort projecten en vertelt over haar ervaring.
  • Lessons learned:
    • Well designed materials
    • Appropriately equipped schools
    • Knowledge about the needs and constraints in schools
    • Readiness of teachers to choose materials
    • Readiness of teachers to judge materials according to their teaching objectives¬
    • Time for teachers to get familiar with materiales
    • Ideas on how to implement materials


Werkgroepen

  • B. Michels and H. Eijkelhof: Professional development of teachers by developing, testing and teaching curriculum materials of an interdisciplinary STEM-course (NLT) for senior high school:
  • G. Mihai, À. Gras-Velázquez, P. Velek: Scientix (European Schoolnet): efficient ways of disseminating good teaching practices
  • M. Doorman, J. Garcia, D. Potari: The potential of a task for professional development across national contexts (Mascil). Voorbeelden uit Nederland, Spanje en Griekenland. Gebaseerd op de Parking problem.
  • D. Potari, G. Psycharis, V. Spiliotopoulou, C. Triantafillou, T. Zachariades: Integrating inquiry-based tasks and the world of work in mathematics and science teacher education
  • M. Romero Ariza, A. Armenteros, A. Mabril , M. Evagorou: Learning through inquiry in the world of work at Primary School. Voorbeeld van een onderzoekje naar een ecosysteem met duurzaamheidsvragen rondom een meer (met muggen, bestrijdingsmiddelen, e.d.). Wel een omvangrijk project, dus de vraag of leerkrachten dit zo makkelijk zullen inpassen.
  • A. Lembens and S. Abels: Disseminating inquiry-based science education through `mysteries` in professional development courses (Teaching enquiry with mysteries incorporated). Ze gebruiken als onderliggend model de 5E Learning cycle.
  • Choutou, C. Kotteakos, V. Vonta, M.-A. Zisimopoulou: An IBL application from the inside. Studenten uit Griekenland. Ze laten een voorbeeld zien: Circular pave-stones backyard. Een redelijk optimisme dat dit soort taken goed gebruikt kan worden in de lerarenopleiding
  • M. Hopf: Influence of Teaching Materials on Students’ Understanding of Physics. Lastige problemen: physics itself is difficult; misconceptions (e.g. about radiation) are strong; many problems on a micro-level.
  • V. Jonker and M. Wijers: Redesign guidelines to enrich classroom tasks for maths and science
  • S. Fechner, M. Romero, A. Quesada: Challenges of designing and disseminating an inquiry-based and workplace-related task in chemistry

Track 4: Professional learning communities

Relaties met o.a. Professionele leergemeenschap.

  • N. Verhoef and F. Coenders: Lesson Study as a tool for professional development: the context of counting problems
  • M. Bílek, I. Šimonová, M. Maněnová: Teacher PD in the Czech Republic and implications of mascil
  • R. Stahnke, S. Schüler, B. Rösken-Winter, J. Weißenrieder: Exploring Crucial Features of Implementing: Professional Learning Communities in Practice
  • C. Pearn: Professional Learning Communities: What are the important questions for an educator to ensure a sustainable community?
  • N. Mousoulides and C. Christou: A Model and Modeling Approach in Designing Professional Learning Communities
  • J. Egg, S. Kapelari, J. Dillon: Monitoring the social network development in interdisciplinary learning communities
  • B. Pepin, S. Sikko, R. Staberg, M. Febri, H. Dahl: Mathematics teachers’ use of resources: what counts as a resource?
  • T. van der Valk: Learning Communities in Science and Mathematics Education Network


Verwijzingen

Versies van dit document

  • 20160218, call ETE II
  • 20141215, update
  • 20140507, wikiteam
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