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Towards a research base for implementation strategies addressing mathematics teachers and facilitators. / Roesken-Winter, Bettina; Stahnke, Rebekka; Prediger, Susanne; Gasteiger, Hedwig.

In: ZDM: The International Journal on Mathematics Education, Vol. 53, No. 5, 10.2021, p. 1007-1019.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Roesken-Winter, B, Stahnke, R, Prediger, S & Gasteiger, H 2021, 'Towards a research base for implementation strategies addressing mathematics teachers and facilitators', ZDM: The International Journal on Mathematics Education, vol. 53, no. 5, pp. 1007-1019. https://doi.org/10.1007/s11858-021-01220-x

APA

Roesken-Winter, B., Stahnke, R., Prediger, S., & Gasteiger, H. (2021). Towards a research base for implementation strategies addressing mathematics teachers and facilitators. ZDM: The International Journal on Mathematics Education, 53(5), 1007-1019. https://doi.org/10.1007/s11858-021-01220-x

Vancouver

Roesken-Winter B, Stahnke R, Prediger S, Gasteiger H. Towards a research base for implementation strategies addressing mathematics teachers and facilitators. ZDM: The International Journal on Mathematics Education. 2021 Oct;53(5):1007-1019. https://doi.org/10.1007/s11858-021-01220-x

Author

Roesken-Winter, Bettina ; Stahnke, Rebekka ; Prediger, Susanne ; Gasteiger, Hedwig. / Towards a research base for implementation strategies addressing mathematics teachers and facilitators. In: ZDM: The International Journal on Mathematics Education. 2021 ; Vol. 53, No. 5. pp. 1007-1019.

BibTeX

@article{5811fa4ebe4140e7bcc9b2a41615cffc,
title = "Towards a research base for implementation strategies addressing mathematics teachers and facilitators",
abstract = "Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities involved in scaling-up processes are addressed with three implementation strategies: a material, a personnel, and a systemic strategy. For each of them, the research base is empirically established by design research and intervention studies. The personnel strategy focuses on preparing teachers for innovative teaching approaches and on preparing PD facilitators for conducting PDs on the content involved. The empirical research required for creating a research base for the personnel strategy investigates what teachers and facilitators need to know about their learners (students on the classroom level, teachers on the PD level) with regard to a specific (PD) content. The main focus of the material strategy is to provide support for teachers and facilitators by adaptable curriculum materials for classrooms and PD sessions. The empirical research on the material strategies focuses on how such material needs to be constructed to ensure both flexibility and fidelity for impactful quality implementation. The systemic strategy involves considering the systemic contexts on each level and cooperating with the respective stakeholders (e.g., school principals or regional PD authorities). The corresponding empirical research focuses on the interplay of processes and systemic conditions. In this paper, we present the implementation strategies on different levels, and typical research approaches and results for strengthening their empirical and theoretical bases.",
keywords = "Professional competencies of pre-school and school teachers",
author = "Bettina Roesken-Winter and Rebekka Stahnke and Susanne Prediger and Hedwig Gasteiger",
year = "2021",
month = oct,
doi = "10.1007/s11858-021-01220-x",
language = "English",
volume = "53",
pages = "1007--1019",
journal = "ZDM: The International Journal on Mathematics Education",
issn = "1863-9690",
publisher = "Springer",
number = "5",

}

RIS

TY - JOUR

T1 - Towards a research base for implementation strategies addressing mathematics teachers and facilitators

AU - Roesken-Winter, Bettina

AU - Stahnke, Rebekka

AU - Prediger, Susanne

AU - Gasteiger, Hedwig

PY - 2021/10

Y1 - 2021/10

N2 - Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities involved in scaling-up processes are addressed with three implementation strategies: a material, a personnel, and a systemic strategy. For each of them, the research base is empirically established by design research and intervention studies. The personnel strategy focuses on preparing teachers for innovative teaching approaches and on preparing PD facilitators for conducting PDs on the content involved. The empirical research required for creating a research base for the personnel strategy investigates what teachers and facilitators need to know about their learners (students on the classroom level, teachers on the PD level) with regard to a specific (PD) content. The main focus of the material strategy is to provide support for teachers and facilitators by adaptable curriculum materials for classrooms and PD sessions. The empirical research on the material strategies focuses on how such material needs to be constructed to ensure both flexibility and fidelity for impactful quality implementation. The systemic strategy involves considering the systemic contexts on each level and cooperating with the respective stakeholders (e.g., school principals or regional PD authorities). The corresponding empirical research focuses on the interplay of processes and systemic conditions. In this paper, we present the implementation strategies on different levels, and typical research approaches and results for strengthening their empirical and theoretical bases.

AB - Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities involved in scaling-up processes are addressed with three implementation strategies: a material, a personnel, and a systemic strategy. For each of them, the research base is empirically established by design research and intervention studies. The personnel strategy focuses on preparing teachers for innovative teaching approaches and on preparing PD facilitators for conducting PDs on the content involved. The empirical research required for creating a research base for the personnel strategy investigates what teachers and facilitators need to know about their learners (students on the classroom level, teachers on the PD level) with regard to a specific (PD) content. The main focus of the material strategy is to provide support for teachers and facilitators by adaptable curriculum materials for classrooms and PD sessions. The empirical research on the material strategies focuses on how such material needs to be constructed to ensure both flexibility and fidelity for impactful quality implementation. The systemic strategy involves considering the systemic contexts on each level and cooperating with the respective stakeholders (e.g., school principals or regional PD authorities). The corresponding empirical research focuses on the interplay of processes and systemic conditions. In this paper, we present the implementation strategies on different levels, and typical research approaches and results for strengthening their empirical and theoretical bases.

KW - Professional competencies of pre-school and school teachers

U2 - 10.1007/s11858-021-01220-x

DO - 10.1007/s11858-021-01220-x

M3 - Journal article

VL - 53

SP - 1007

EP - 1019

JO - ZDM: The International Journal on Mathematics Education

JF - ZDM: The International Journal on Mathematics Education

SN - 1863-9690

IS - 5

ER -

ID: 1564568