Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Marion Hechler, Victoria Shure, Malte Lehmann, Bettina Rösken-Winter
Humboldt Universität zu Berlin
⬇ Download PDFStudies on professional development (PD) emphasize the important role of facilitators in supporting teacher learning. Since moderating discussions is an essential part of PD, this study examines how facilitators justify the productivity of PD discussions for teacher learning. Two fictional PD discussions were designed to show a fictional facilitator enhancing teacher learning in a more or less productive way. Fifty-one facilitators were asked to select one of the discussions and explain their choice. A content analysis yielded four categories of justifications. The most important aspect of moderating a productive discussion, according to facilitators, was cognitive activation of teachers. The most important aspect of moderating an unproductive discussion was lack of appreciative feedback.
mathematical discussionsmoderation strategiesfacilitators' justificationsprofessional development