|Titel||Exploring Mentor Teachers' Evaluation of CPD Design Aspects|
|Autoren||Rösken-Winter, B, Schüler, S|
|Editor||Liljedahl, J, Nicol, C, Oesterle, S, Allan, D|
|Book Title||Proceedings of the 38th Conference of the International Group for Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education|
|Schlüsselwörter||design-principles, DZLM, multipliers|
Manifold variables are discussed in the literature in the field of continuous professional development (CPD), and teacher learning is often conceptualized differently. But at least there is some consensus on key design principles as continuous professional development programs should be competence-oriented (P-CO), participant-oriented (P-PO), case-related (P-CR), should stimulate cooperation (P-SC), contain various instruction formats (P-IF), and foster (self-) reflection (P-SR) (cf. Garet et al., 2008; Desimone, 2011). Based on these principles, a CPD course provided by the German Center for Mathematics Teacher Education (DZLM), in which teacher trainers were engaged for one year, is evaluated. In particular, we consider the following research questions:
· What relevance do teacher trainers assign to the DZLM design principles?
· To what extend do the DZLM design principles become relevant for the own work as teacher trainer?