Adhering to principles for quality teaching: Measuring facilitator assessments of a fictional PD situation
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Publikationsdaten
| Von | Malte Lehmann, Victoria Shure, Sophia Rothering, Christin Laschke, Bettina Rösken-Winter |
| Originalsprache | Englisch |
| Erschienen in | C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, V. Randolph (Hrsg.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (Band 2) |
| Seiten | 35-42 |
| Herausgeber (Verlag) | PME |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publikationsstatus | Veröffentlicht – 07.2025 |
Various principles are important for the quality of mathematics teaching, including “student focus and adaptivity” and “enhanced communication”. These are in the focus of the QuaMath facilitator qualification and the teacher professional development program (TPD), respectively. A reliable and economically usable instrument is needed to examine whether facilitators keep focussing on these two principles over the course of the TPD. In this paper, a vignette that captures the two principles is presented and
analysed. Using data from n = 307 PD facilitators in primary and secondary level, an exploratory factor analysis was carried out to identify the underlying dimensions and reduce the number of items. A confirmatory factor analysis was then applied, indicating that it is empirically possible to distinguish between these two dimensions.
