Variations of In-Service Training for Primary Mathematics Teachers: An Empirical Study.

摘要: Previous findings indicate that the effectiveness of in-service teacher training can be increased by a (pedagogical) content knowledge orientation on one hand and stimulation cooperation among teachers other. In this paper, three versions multi-phase program were compared in quasi-experimental field study with pre–post follow-up design: (A) pedagogical content-focused version; (B) version especially stimulated cooperation; (C) combined both aspects. Additionally, two control groups D E investigated. Results show trainings A C evaluated more positively, or at least not worse, than B regard to (1) acceptance terms promotion process-related competences as well cooperation, (2) innovation, (3) teachers’ epistemological beliefs.