Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Marie Dreier, Tjorven Seibold, Bettina Roesken-Winter
University of Münster
⬇ Download PDFThe quality of professional development (PD) essentially depends on facilitators and their knowledge. However, research shows that facilitators primarily draw on general pedagogical knowledge (GPK) and less on content-specific aspects for teacher learning. To further investigate this phenomenon, we examined how 54 facilitators reacted to a fictional PD-situation, examining the knowledge categories they used and the focus they pursued within these categories. The findings indicate a strong focus on classroom content without reference to the PD-level, indicating a struggle between the roles of facilitator and teacher. We also found that many facilitators used GPK, especially with a focus on general moderation. Therefore, content-specific support for teacher learning should be an integral part of facilitators’ qualification.
professional developmentfacilitatorsknowledge categories