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Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?

Artigo2023

Julia Bruns ORCID; Maike Hagena; Hedwig Gasteiger ORCID

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Resumo

Scaling up teacher professional development (TPD) struggles with spreading TPD while considering individual contexts. The presented study examines connecting these aims by using a cascade approach and taking a perspective on scaling up that acknowledges the need for adaptations by local facilitators. Teachers’ learning gains in a TPD course enacted by facilitators (group B) are compared to those in the same TPD course enacted by the program developers (group A). Results indicate that teachers in group B achieved comparable learning gains regarding mathematical pedagogical content knowledge and beliefs as teachers in group A. Implications for scaling up TPD are discussed.

Dados da obra

Tipo
Artigo
Periódico
Teaching and Teacher Education, v. 132, p. 104270
Editora
Elsevier BV
Ano
2023 (2023-07-25)
Idioma
en
Palavras-chave
teacher professional development; scale-up; cascade approach; early childhood mathematics education; facilitators; teacher beliefs; local adaptation
Temas
Formação de Professores de Matemática
DOI
10.1016/j.tate.2023.104270
ISSN
0742-051X, 1879-2480
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BRUNS, Julia; HAGENA, Maike; GASTEIGER, Hedwig. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?. Teaching and Teacher Education, v. 132, p. 104270, 2023. DOI: https://doi.org/10.1016/j.tate.2023.104270.

APA

Bruns, J., Hagena, M., & Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?. Teaching and Teacher Education, 132, 104270. https://doi.org/10.1016/j.tate.2023.104270

BibTeX
@article{bruns2023,
  author = {Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig},
  title = {Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?},
  year = {2023},
  journal = {Teaching and Teacher Education},
  volume = {132},
  pages = {104270},
  publisher = {Elsevier BV},
  doi = {10.1016/j.tate.2023.104270},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bruns, Julia
AU  - Hagena, Maike
AU  - Gasteiger, Hedwig
TI  - Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?
PY  - 2023
JO  - Teaching and Teacher Education
VL  - 132
SP  - 104270
DO  - 10.1016/j.tate.2023.104270
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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