Abstract
The article examines the effects of teacher professional development, which follows a research-based learning approach focused on “action research” (Altrichter, Feldman, Posch & Somekh 2007). Using integrated research methods, the study examines the extent to which the four-semester university programme, “Pedagogy and Subject Didactics for Teachers” (PFL), has an impact on its participants. The study follows a longitudinal design, which focuses on input factors, processes, and outcomes. Its core component consists of testing for teaching-related analysis components using a video task (Krammer et al., 2006) conducted before and after the course. Based on an instructional video sequence on the topic of geometry, the study assesses the extent to which participants of the PFL mathematics course differ from those of other PFL courses.
This article is an extended version of a previous article. It integrates new findings of a mathematics course and compares these with other courses.
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Notes
- 1.
It must be assumed that an experimental and reflective attitude towards one’s own teaching practice is not a given, nor can it be assumed that it exists for all teachers (cf. Copeland, Birmingham, De la Cruz, & Lewin, 1993; Ferry & Ross-Gordon, 1998). To develop such an attitude must also be seen as an objective of teacher professional development.
- 2.
The authors would like to express their thanks for being granted access to the required work materials.
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Müller, F.H., Andreitz, I., Krainer, K., Mayr, J. (2011). Effects of a Research-Based Learning Approach in Teacher Professional Development. In: Li, Y., Kaiser, G. (eds) Expertise in Mathematics Instruction. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-7707-6_7
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