Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Maya Zastrow, Bianca Fink, Leander Kempen, Florian Schacht, Lars Holzäpfel
pädagogische Hochschule Freiburg
⬇ Download PDFThis study examines the extent to which teachers’ conceptions of good mathematics teaching correspond to facilitators’ anticipations. Open-ended responses from 333 facilitators and 120 secondary school teachers were analysed using qualitative content analysis with inductive and deductive coding. Results show that both facilitators and teachers refer early on to deep-structures of instruction, indicating a shared research-based orientation toward instructional quality. However, facilitators systematically underestimated teachers’ emphasis on these aspects. Overall, facilitators’ and teachers’ conceptions were more closely aligned than facilitators had anticipated, highlighting implications for participant-oriented PD and facilitator expertise.
Professional developmentfacilitatorsinstructional quality in mathematicsprofessional learningparticipant-orientation