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Bristol25.03.2009
In-service education for and with teachers: Blended learning as a means to initiate teacher
learning
Bettina Rösken, University of Duisburg-EssenGünter Törner, University of Duisburg-Essen,
Lutz Hellmig, University of Rostock
Bristol25.03.2009
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In particular, I would like to let theindividuality of a teacher’s conferfreedom. I believe more in theeffectiveness of personalities thanthat of sophisticated methods and curricula
(as cited in Schubring, 2000, p. 70)
Professional DevelopmentA vision by Felix Klein
Bristol25.03.2009
Professional Development... is Lifelong Learning
...
Instead of teaching, I told stories.
Anything to keep them quiet and in their seats.
They thought I was teaching.
I thought I was teaching.
I was learning.
...
Teacher Man, Frank McCourt (2005)
Bristol25.03.2009
Professional Development... is Everyday Learning
In-service training is at first, just another name for the everyday life of the job (Tenorth, 2007).
Professional development takes place, when
• talking to colleagues, participating in school conferences
• reflecting about teaching practice
• planning next teaching
• ... (e.g. Loucks-Horsley et. al., 2003)
In-service training initiatives are implemented in a context of learning (cf. Guskey, 2000; Tenorth, 2007)
Bristol25.03.2009
Professional Development ... and Educational Demands
Educational reforms continuously constitute demands that teachers are supposed to meet (Day & Sachs, 2004)
High-achieving nations invest in their teachers (Wei et al., 2009):
More than 85% of schools in Belgium, Denmark, Finland etc. provide time each week for teachers’ professional collaboration
In South-Korea, Japan, and Singapore, teachers spend only about 35% of their working time in the classroom: the rest is for working together
Bristol25.03.2009
Educational demands
“Teachers should ...”
Teachers‘ needs
Professional Development ... in Conflicting Contexts
Professional development takes place in a field of tension
“Administration should ...”
Bristol25.03.2009
Professional Development... Challenges
Most studies are about teachers, instead of being for and with them (Malara & Zan, 2002)
The overriding image is still the deficient teacher (da Ponte, 2007)
Top-down implementation is easy to get started but ...
Whose project is it? Who owns it? (Kohonen, 2007)
Statement of an interviewed teacher reflecting new movements in Germany:
“Set theory came, set theory went” ...
Consequence: No changes in the classroom
Bristol25.03.2009
Professional Development... Different Philosophies
Traditional Approaches: Focus on content Well arranged frame Narrow goals Based on bringing outside
knowledge to the teachers (Krainer, 1996)
Grounded in a knowledge-for-praxis conception
Innovative Approaches:
Sensitive to teachers’ needs
Consider community aspects
Are not of the type ”either/or”, but ”both/and" (Lieberman, 2007)
Grounded in a knowledge-of-practice conception
cf. Cochran-Smith & Lytle, 1999 Krainer, 1996; Sowder, 2007
Bristol25.03.2009
‘Mathematics Done Differently’ Aims and Scope
Concerned with spreading and broadening existing local or regional PD programs in different thematic fields under one roof and to design new ones according to teachers‘ needs.
Sponsored by Telekom’s Charitable Foundation
Project duration: 01/2007 - 08/2009
In charge of the project: Jürg Kramer, Humboldt University Berlin, Günter Törner, University of Duisburg-Essen
Bristol25.03.2009
Data collection by a questionnaire (Rösken & Törner, 2007)
Data collection by interviews (Rösken, in press)
Information about interesting topics and conditions were collected
Dimensions structuring teachers‘ needs and expectations were identified
‘Mathematics Done Differently’ Identifying teachers’ needs
Bristol25.03.2009
‘Mathematics Done Differently’The ‘PD iceberg’
Hidden dimensions relevant for teachers
Dimensions identified by research
Bristol25.03.2009
‘Mathematics Done Differently’ Philosophy and Design of the Project
Marketization
Professional developmentis understood as a market, being dependent on supply and demand.
Teachers need a supportive cultures
Professional development must be needs-based education
The market involves all expertise in the field of education
Bristol25.03.2009
Showing appreciation for teachers
Connecting research and practice: “trainers” operate as tandems of researchers and teachers
Involving expertise of our colleagues: courses “à la carte“ Mathematical content oriented models Pedagogical methods oriented models International models
Considering teachers needs: courses “on demand”
‘Mathematics Done Differently’Constitutive Characteristics (I)
Bristol25.03.2009
‘Mathematics Done Differently’Constitutive Characteristics (II)
Addressing groups of teachers from one school or neighboring ones
Offering elaborated course material on the homepage
Evaluating the single course and all courses
Flexibility of the project
Bristol25.03.2009
4. Mathematics Done Differently - A PD Initiative (III)Overview on the Course Situation
Courses April, 2007 to March, 2009
Performed Courses 178
Scheduled Courses 33
In Preparation 28
Total 245
Bristol25.03.2009
‘Mathematics Done Differently’Overarching research-based model of PD
