The Influence of Teacher-Trainings on In-Service Teachers' Expertise: A Teacher-Training-Study on Formative Assessment in Competency-Oriented Mathematics [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Besser, Michael; Leiss, Dominik
Titel	The Influence of Teacher-Trainings on In-Service Teachers' Expertise: A Teacher-Training-Study on Formative Assessment in Competency-Oriented Mathematics [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inservice Teacher Education; Expertise; Formative Evaluation; Competency Based Education; Mathematics Education; Pedagogical Content Knowledge; Instructional Effectiveness; Mathematical Models; Problem Based Learning; Mathematics Teachers + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Expert appraisal; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Mathematische Bildung; Pädagogische Kompetenz; Unterrichtserfolg; Mathematical model; Mathematisches Modell; Problem-based learning; Problemorientiertes Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	The research-project Co[superscript 2]CA investigates the influence of teacher-trainings on in-service teachers' expertise. Within a teacher-training-study 27 in-service teachers have been trained in selected ideas about teaching, having an exemplary focus on central aspects of formative assessment in competency-oriented mathematics. At the end of the teacher-trainings the teachers' pedagogical content knowledge as crucial aspect of teachers' expertise has been evaluated by using tests being sensitive to the teacher-trainings. Results of this evaluation point out: Within teacher-trainings pedagogical content knowledge can be conveyed to in-service teachers successfully. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01