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Short report on final conference

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The project mascil has received funding from the European Union

Seventh Framework Programme (FP7/2013-2017) under grant agreement n° 320693.

Project Information Project no. 320693 Project acronym: mascil Start date of project: 01/01/2013 Duration: 48 months Project title:

mathematics and science for life!

Dissemination level Thematic Priority: Science in Society Funding scheme: FP7

Information about the deliverable Deliverable N° D.1.4 Due date of deliverable: Month 48 Actual submission date: 22/12/2016 Deliverable title:

Short report on final conference Contact Information Coordinator: University of Education Freiburg, Prof. Dr. Katja Maaß Lead partner for this deliverable: University of Education Freiburg Website: www.mascil-project.eu

The mascil consortium grants the permission to distribute the licensed materials under the Creative Commons Attribution-Noncommercial-Share Alike license as described at https://creativecommons.org/licenses/by-nc-sa/4.0/

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Abstract .................................................................................................................... 5

1. CONFERENCE CONCEPT .................................................................................. 6

1.1. Aims and core characteristics ............................................................................... 6

1.2. Conference dimensions in detail .......................................................................... 7

2. CONFERENCE MAIN PARTS AND EVENTS .................................................... 12

2.1. Keynotes .............................................................................................................. 12

2.1.1. Alan Schoenfeld: What Counts in Professional Development, and Can We Conduct PD at Scale? 12 2.1.2. Olaf Köller: Teachers professional development: Lessons learnt from a large-scale German PD programme 13 2.1.3. Michiel Doorman: Problem Solving, Scaling up and Systemic Change 13

2.2. Research-practice interactive sessions ................................................................ 15

2.3. Discussion groups ................................................................................................ 20

2.4. Presenter’s programme (peer-reviewed talks and posters) .................................. 22

2.5. Policy seminar ...................................................................................................... 23

2.6. STEM PD Network Meeting .................................................................................. 24

2.7. Materials Market ................................................................................................... 25

2.8. Company Visit ...................................................................................................... 26

2.9. Early Career Researcher’s Day ............................................................................ 27

3. SUMMARY, OUTCOMES AND CONCLUSIONS ............................................... 28

3.1. Overall summary and outcomes ........................................................................... 28

3.2. Details on some specific outcomes and conclusions ............................................ 30

3.3. Conference participant’s comments (original citations, anonymised, from the

evaluation) .................................................................................................................. 32

4. APPENDICES .................................................................................................... 34

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4.1 Appendix 1: Programme ....................................................................................... 34

4.2 Appendix 2: Biographies of the keynote speakers ................................................ 39

4.3 Appendix 3: Book of abstracts’ cover .................................................................... 41

4.4 Appendix 4: Flyer .................................................................................................. 42

4.5 Appendix 5: Press Release .................................................................................. 44

4.6 Appendix 6: Presenters List .................................................................................. 45

4.7 Appendix 7: Conference impressions ................................................................... 52

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Abstract

The mascil final conference ‘Educating the Educators II’ held in November 2016 was a crucial project milestone – and a resounding success. Almost 200 participants (researchers, practitioners, policy makers) from 30 countries attended the mascil final conference from 7th – 9th November 2016 at the University of Education Freiburg, Germany.

Educating the Educators II followed on the great success of the first conference (mascil’s mid-term conference) on this topic held in Essen 2014. The same as the first conference, it was organized in cooperation with the DZLM, the German Centre for Mathematics Education. The second conference served as a researcher-practitioner platform for exchange focusing on research, policy and practice relevance and implications. Next to high-level keynote speakers, the conference concept boasted a diversity of innovative formats and events such as academic presentations by researchers and practitioners, a Materials Market, an Early Career Researcher's Day as well as a company visit to reflect innovation in STEM education in the industrial context, a Policy Seminar and a meeting of the Network of European STEM Professional Development Centres which was established as part of mascil’s activities. Representatives from important networks and institutions such as from the European Commission or Scientix were actively involved in the conference.

The large turnout and participants’ enthusiasm and engagement showed clearly that the conference topic is indeed of high interest and relevance in Europe. Perhaps the most important conference achievement is that it created a drive that will be taken forward after the projects end in 2016, such as in the newly established International Centre for STEM Education at the University of Education and its current projects and initiatives.

In this report, we provide more details of the conference background, organisation, goals and its outcomes and future actions such as the Educating the Educators III conference planned for 2019.

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1. CONFERENCE CONCEPT

1.1. Aims and core characteristics

Educating the Educators II was the second international conference specifically devoted to the topic of educating the educators in mathematics and science education, such as teachers, teacher educators, the educators of teacher educators, as well as multipliers and institutions engaged in teacher professional development. The topic was treated in particular in relation to disseminating innovative teaching approaches like inquiry-based learning and its challenges such as scaling-up teacher professional development.

Building on the results of the first conference on this topic, Educating the Educators II served as a lever and platform for international exchange about concepts and experiences. The aim was to present and discuss different approaches which ensure a high quality of the education of educators. This was achieved by differentiating three relevant dimensions:

Personal dimension: Which roles, contents and activities have to be considered in the PD for facilitators (in professional learning communities and in the multiplier concept)?

Material dimension: Which role can materials play in professional development for math and science teachers (classroom materials, face-to-face PD materials and e-learning PD materials)?

Structural dimension: How to establish adequate systemic project designs for scaling up and their evaluation (e.g. in mascil or other professionalization projects)?

A highly specific feature of the conference was the extensive use of collaborative formats. The conference used innovative and interactive formats and events to help bring out the specific benefit of gathering a circle of participants from research, practice and policy:

discussion groups and research-practice sessions with different stakeholder groups

a materials market allowing participants to exhibit interesting professional development materials (including classroom materials) and learn about other materials

keynote lectures held be world-renowned researchers

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poster sessions and oral presentations in the three dimensions to report on projects, approaches and research

a policy seminar and a meeting of the STEM Professional Development Centre network as specific for a for dedicated exchange

a company visit to link industrial contexts of STEM education closer to research and practice

an Early Career Researcher’s Day to facilitate the entry of young researchers into the profession through exchanges with experienced community members

The specific target groups of the conference included teacher educators and researchers, multipliers and relevant networks, educators of multipliers and teacher educators, policy makers, teacher professional development centres, maths and science education support centres, presidents and representatives of PD institutions, teacher associations and relevant networks, as well as policy makers in the field of math and science education.

To ensure a wide distribution as well as a sustainable information basis of the mascil final conference, we created a conference website that was continuously updated to include the latest information. The website can be viewed at: http://educating-the-educators.ph-freiburg.de. The conference presentations can also be downloaded from the website. Relevant networks, institutions, projects, etc. in STEM education were actively involved in the conference. For example, a presentation of Scientix was invited specifically for the materials dimension programme and the presentations in the materials market. Also, a representative from the European Commission enhanced the value of the policy seminar to the national participants by providing an overview of the initiatives (relevant working groups in education) and relevant policies and programmes of the European Commission.

A Call for Contribution has been issued in early 2016 and distributed widely across Europe and globally. Presentations were selected and the program drafted by use of peer review and of responsible boards and programme committees in order to secure the highest quality.

1.2. Conference dimensions in detail

The main tracks and discussions of the conference were organized along three dimensions: the personal, material and structural dimension of scaling-up teacher professional development in STEM education. The three grouping dimensions and leading questions (as e.g. published in the Call for Contributions) will be outlined in the following.

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Dimension 1: Personal dimension of educating facilitators: Roles, content and activities

This topic addressed two models of face-to-face professional development courses that are used to reach a large number of teachers with innovative approaches, such as inquiry-based learning, or deal with heterogeneity. In the pyramid model, engaged teachers or researchers are qualified to become facilitators, who then go on to support other teachers in PD courses. In the second model, teachers themselves organise professional learning communities in which one teacher takes the role of a facilitator. This topic examined both models and aims to – amongst others – draw links between them. The pyramid model and learning communities have proven efficiency and effectiveness within various contexts and projects. However, educating multipliers poses considerable challenges inherent to the specific requirements of the multipliers’ dual role. Multipliers act as experts in some subject-related content, and at the same time, as professionals in adult education. Therefore, qualifying multipliers has to cover both of these requirements. A consideration with learning communities is that these often lack external input. The topic focused on key questions, such as (examples):

What are the differences between multipliers and facilitators? Can we consider both ways of providing PD as two opposing ends of a large variety of professional development courses? How can we combine the two approaches?

What are the features of successful concepts for educating multipliers? Which pitfalls have to be avoided?

How can we address and handle cultural factors, such as national specifics in how teachers cooperate at school – or not, or common classroom culture?

What are the needs and experiences of the different target groups: Educators of teacher educators, teacher educators themselves, facilitators of learning communities and teachers in their everyday classroom practice?

What are the pre-conditions for setting up self-sustaining learning communities? How can we ensure sustainability?

What are the requirements for learning community facilitators? How can teachers be educated and prepared to take on the role of learning community facilitators in their schools?

Can such support be a means of providing learning communities with needed external inputs?

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Topic 2: Material dimension of educating teachers and facilitators: The role of classroom and PD materials and tasks

Carefully designed classroom tasks and materials can be powerful tools for enhancing the quality of maths and science teaching, influencing the classroom culture and fostering students’ learning. In the process of developing a task culture and implementing good materials in classrooms, a spiral model of professional development has proven to be efficient and effective within various projects (e.g. EU projects LEMA, COMPASS, PRIMAS or the German DZLM project PIKAS). In the spiral model, teachers actively experience the innovative approaches in continuing cycles of analysis – implementation – reflection. After gaining some experience, professional learning communities are able to develop their own tasks. This process ensures shared ownership of tasks, and thereby facilitates their use. Furthermore, PD in the spiral model requires appropriate materials designed for a learning community’s facilitator or multiplier to use with their work with teachers. These PD materials can also be realised in the form of e-learning materials, as innovative technologies enable new approaches and powerful possibilities for collaborative, learner-centred and research-oriented learning with flexible access. Materials for blended learning need to be a combination of those used in face-to-face learning and in e-learning. Proposals of paper, poster or materials presentations within the scope of this topic addressed some of the following questions (examples):

What are the quality criteria for the design of materials for classrooms and/or PD? What are the features of materials for classroom and/or PD that are suitable for promoting IBL and/or more closely connect science and mathematics learning to the world of work?

How can the design of materials meet the affordances out of education systems and policy context? How can constraints for the flexible design of materials be overcome?

Which factors promote or impede the implementation of innovative materials in practice?

How can self-explanatory materials be designed that have large potential for scaling-up?

Which features do excellent e-learning materials have? How can existing PD materials be modified and adapted for use in an e-learning environment?

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How can e-learning support be tailored to the needs of the target groups? What do suitable tools for self-assessment, monitoring teachers’ success or evaluation of users’ experience with the e-learning environment look like?

How can engagement and sustainability in virtual learning communities be ensured? Can a virtual learning community be as effective as one that meets in the same physical space?

What are the needs and experiences of the different target groups: Teacher educators, facilitators/instructors of e-learning forums and/or virtual meetings and teachers using e-learning support?

How can we successfully combine face-to-face learning with e-learning?

Topic 3: Structural dimension – Systemic project designs for scaling-up and their evaluation

When aiming at improving STEM education and large-scale teacher professional development, different project architectures are possible. This topic focussed on the specific design of projects and initiatives that aim at scaling-up the implementation of innovative, research-based approaches to mathematics education (e.g. also nationwide centres, such as the DZLM in Germany) and took into account their contextual framing (such as curriculum, assessment, relation between policy and professional development, school context). For example, we can educate facilitators who in turn carry out professional development courses on a large scale. One can either ask individual teachers for participation or only whole schools. The materials for these courses can be provided either centrally or by the individual facilitator. Another possibility for supporting professional development is to involve teachers in small, action research projects. Other projects work with regional and national centres that have the responsibility of supporting innovation in their region. In any case, these initiatives must provide both scaled-up professional development activities and sustainable structures for supporting cooperation between different stakeholders, while also taking contextual factors into account. Proposals of papers or posters in this topic addressed some of the following questions (examples):

What can a design of an initiative aiming at a widespread implementation of innovative teaching and for scaling up professional development look like?

Which structures prove to be effective in which cultural context? Which do not? What challenges remain to be overcome even if such initiatives gain traction?

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What adaptations need to be made for PD approaches when implementing them in different project designs?

What adaptations need to be made for project designs when implementing them in different countries with their different institutional and cultural contexts?

How can we investigate empirically the impact of different project designs?

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2. CONFERENCE MAIN PARTS AND EVENTS

2.1. Keynotes

For the keynotes we could win world-renowned speakers from the fields of maths and science education who presented different approaches to scaling-up professional development in maths and science education: Alan Schoenfeld (University of Berkeley, US), Olaf Köller (Leibniz Institute for Science Education, Germany) and Michiel Doorman (Utrecht University, the Netherlands).1

In the following, we provide summaries of the keynotes.

2.1.1. Alan Schoenfeld: What Counts in Professional Development, and Can We Conduct PD at Scale?

Alan Schoenfeld in an inspiring keynote reflected on important dimensions of effective professional development. He holds that there are at least two major challenges in building professional development programs intended to support large numbers of teachers. The first is the question of what teachers should know, in order to be able to help students become effective mathematical thinkers and problem solvers. The second is the question of how to go to scale – how to create opportunities for large numbers of teachers to experience the kinds of support that will make a difference.

In this talk Alan Schoenfeld presented a theoretical framework for professional development, called Teaching for Robust Understanding (or, TRU). He argued that there are five dimensions of importance when examining learning environments. All five dimensions are important, in that if any one is lacking, students will not learn well; and all five together are sufficient to produce powerful learning. The challenge, then, is to find ways to help large numbers of teachers develop the relevant skills and understandings. This is made more complex by the fact that different nations have different forms and traditions of professional development. Schoenfeld further discussed ways in which TRU can be used to build professional learning communities and go to scale, even in different cultural contexts.

1 Biographies of the keynote speakers are available in the appendix 4.2

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2.1.2. Olaf Köller: Teachers professional development: Lessons learnt from a large-scale German PD programme

Olaf Köller’s keynote dealt with the thought-provoking question how long it takes to change teachers and in answering this question in his talk he reverted to data from large-scale studies.

Findings from international large-scale assessment like TIMSS initiated many reforms in the German school system. One of the most prominent reforms was the so-called SINUS-project (Initiative to improve the quality of teaching in math and science) which started at the end of the 1990s in secondary schools and was then (starting in 2004) continued in primary schools. Based on scientific knowledge from educational research, SINUS strived to enhance teaching quality by initiating teacher collaboration in schools. Particularly the SINUS program in primary school (comprising approx. 900 schools) was intensively evaluated using a multi-method approach with teacher and student questionnaires, classroom videos, interviews, document analyses, and achievement tests. Qualitative content analyses of documents delivered by schools provide information of implementation quality which differed substantially among schools. With respect to achievement, 80 SINUS schools participated in the national assessment study in 2011. The data allows a comparison of SINUS students at the end of grade 4 and their classmates from a nationally representative sample. Using propensity score matching, effects of SINUS on students’ math and science competencies were analysed. Findings suggest that after controlling many student and school characteristics, SINUS students outperformed their classmates at regular schools. The difference, however, was quite small (d = 0.20), indicating that school reforms take a very long time to have (small) effects on student outcomes.

2.1.3. Michiel Doorman: Problem Solving, Scaling up and Systemic Change

Michiel Doorman focussed his interactive keynote on problem solving and on what is needed, in terms of teacher professional development, support systems and systemic change, in order to bring this concept into schools of Europe.

To equip our students to act as informed citizens in a rapidly changing world we need more attention for problem solving skills in mathematics education. In school, students are rarely required to tackle non-routine problems of the type that are common in the workplace. In most classrooms the focus remains on individual technical fluency rather than on developing collaborative problem solving approaches. The question is how to innovate education in order to meet these new needs? Local, national and even

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European projects try to tackle this challenge. However, it is still unclear how the process of the implementation of such a reform may take place, and which factors are decisive in its success or failure during scaling up. This talk discussed and exemplified some of the tools and processes we need to create in order to support teachers and to foster scaling up innovation. The challenge is one of design and of communicating best practices on all levels involved in scaling up. The keynote engaged participants in the discussion of the design of example materials that support reformed pedagogies, as well as the travel, and the adaptation, of the ideas behind these materials along curriculum documents, textbooks and high stake assessments.

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2.2. Research-practice interactive sessions

Research-practice interactive sessions were organized in relation to all three conference dimensions (the personal, material and structural dimension of scaling-up STEM teacher PD) and involved presentations from researchers and practitioners in each case. A brief summary of each session is given below.

Research-practice session: Personal Dimension

Professional learning communities and the multiplier concept Moderator: Birgit Pepin University of Technology Eindhoven, the Netherlands Input: Geoff Wake (University of Nottingham), Ragnhild Lyngved Staberg (Norwegian University of Science and Technology), Eirik Lyngvær (multiplier, Flatåsen skole Trondheim, Norway), Lucy Hughes (multiplier, Toot Hill School Bingham, UK).

One of the major conclusions of the first Educating the educators conference was that one of the ways to move forward in scaling-up STEM teacher professional development is to better (conceptually and in practice) combine the best aspects of PD that have proven effectiveness. Two particularly effective methods are the pyramid model of training multipliers or facilitators, who then work with teachers in PD courses, and the professional learning community model that results in groups of teachers researching their professional practice. Although we often seem to rely on one of the two concepts, uniting the benefits of each may lead to a larger scaling-up effect.

The session presented two different models of PD: From the UK, an example of developed professional learning communities working across schools; and from Norway, an example that has developed a hybrid model of training teachers as multipliers who then work with communities of teachers at their own school or neighbouring schools. In the two countries, as part of the project mascil, innovative approaches in maths and science education (inquiry-based learning) have been implemented using internationally developed materials. Researchers from the UK and Norway will present the different PD concepts and backgrounds, as well as implementation principles. Practitioners (teachers, multipliers) from each country will share reflections on their experiences in their roles as facilitators/multipliers and/or teachers in PD courses or professional learning communities. These presentations stimulated a group workshop discussion followed by plenary discussion. These focused on the advantages and disadvantages of different conceptualisations of, and

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approaches to, PD that can be scaled-up with the aim of identifying what is potentially most effective.

Questions for the group and plenary discussion were:

Which PD concept is mainly used in your country? Why?

What appear to be the advantages of different PD concepts?

What can we learn from practical experience of implementation of different PD models in order to provide effective PD support?

Research-practice session: Material Dimension

Usability of internationally developed materials Moderator: Marta Romero Ariza University of Jaén, Spain Input: Michiel Doorman on the design of PD Materials Country presentations combining researcher and practitioner perspective:

Malta: Josette Farrugia (University of Malta) and James Calleja (Head of Department for Mathematics. St Clare College, Pembroke)

The Netherlands: Michiel Doorman (Utrecht University) and Dédé de Haan (NHL Hogeschool Leeuwarden, the Netherlands).

In recent years, many EU projects have been funded in which materials for classroom practice and teacher professional development (PD) courses for inquiry-based science and mathematics teaching have been produced. These materials are usually developed by international consortia of researchers and practitioners. This ensures that materials are of high-quality and represent cutting edge research and practices. At the same time, internationally developed materials need to be usable in local contexts which are coined by different systems, structures and cultures.

In this session we explored these issues by presenting an example of internationally developed PD materials. It gave insight into the developmental process that aims to ensure adaptability and usability in several contexts. After this presentation participants had the opportunity to work on the module themselves and explore the usability in their contexts. Participants then had the chance to experience how these materials have been used and adapted in local PD courses of two countries: The Netherlands and Malta.

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With these activities we aimed to better understand how to design such materials for an international community (involving a research–practice spiral model) and to better understand how pre-designed PD materials and experiences with them can become powerful tools for PD in different national contexts. Furthermore, we discussed the challenges of using materials developed in other countries and how these challenges can be overcome. We also discussed what issues of inquiry-based learning (IBL) can be addressed with such materials and how to stimulate a creative use of them to foster IBL in science classrooms.

Questions for group discussion after experiencing a module for PD were:

• What are your views about the module?

• What are your views about the structure of the module (analysis – implementation – reflection) for addressing IBL with teachers in your country?

• From your experience what adaptation would be necessary in order for the module to be used in your country?

• Which features of this module make it internationally usable? (not only in your country)

Questions for plenary discussion were:

How can PD materials support PD facilitators across Europe in providing high-quality PD about IBL?

What criteria or features of materials need to be fulfilled to be of use for others? To what extent are/should materials be: Country specific? Context specific? Subject

specific? What are the challenges of using materials developed in other countries and how

can these challenges be overcome?

Research-practice session: Structural Dimension

Successful project designs to achieve scaling-up Moderator: Konrad Krainer University of Klagenfurt, Austria Input: Diana Wernisch (University of Education Freiburg, introduction), F. Javier Garcia (researcher/team leader local implementation, mascil project ES), Mar Jimenez (policy, Spanish Ministry of Education), Christoph Selter (introduction, TU Dortmund university), Silke Sondermann (Primary School Essen)

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In this session we explored examples of sustainable project architectures and their core features: the project mascil is implemented in 18 countries and the German Centre for Mathematics Teacher Education (DZLM) is a nationwide centre in Germany (where each federal state has responsibility for determining its education system).

Mascil aimed to improve STEM education and main measures are developing classroom and PD materials based on the IBL approach with a world-of-work context and delivering related PD courses. The project architecture contained elements that aimed to ensure that scaling-up effects are sustainable after project lifetime. Important principles that were presented from research, practice and policy perspectives are the instigation of National Advisory Boards (NABs) that anchor international innovation in local settings. These boards represented key stakeholders, such as education authorities, teacher associations, parents, etc., that need to work together in local settings to reach scaled-up PD. This interactive session showed how NABs are linked internationally so as to foster knowledge exchange. It also addressed such principles as a participatory and collaborative style of working that allows external project groups to actively engage with the project and develop ownership, and, for example, the management of innovation, by actively taking up current trends and needs and connecting project work as much as possible to existing trends, structures or developments.

A moderated session first introduced important principles of the mascil project (K. Maaß) and then allowed the audience to see in detail how the principles are implemented in one country (example country: Spain). The case presentation came from both a research and a practical perspective (F.J. García, local team leader in implementation), and aim to identify the interplay between these two dimensions. The policy perspective (M. Jimenez) complemented the case presentation.

Subsequently, the DZLM (German Center for Mathematics Teacher Education, www.dzlm.de) presented its approach of a central institution that provides teacher training in mathematics in a federally organized country (Germany).

Structures for funding: The DZLM was initiated and is funded by the Deutsche Telekom Stiftung (www.telekom-stiftung.de), a corporate foundation centred on improving STEM-education. On the recommendation of a panel of experts for ‘Mathematics across the Educational Chain’, the foundation created the DZLM in 2011 as a nationwide centre aiming at general quality standards for teacher training.

Structures for research and development: The DZLM develops long-lasting, research-based, continuing PD programmes especially for multipliers by combining the expertise of researchers at eight universities throughout Germany. The presentation will show how they work together across eight universities in different departments – some of them specialised on topics at specific school levels, others on concepts for research

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(also at PhD level), online-resources or networking. The departments cooperate with a network of developers and researchers from practice and other universities.

Structures for dissemination: To disseminate the courses at a large scale and to ensure their practicability for the target group, the DZLM cooperates closely with the education authorities in the different federal states, strengthened with the help of specific local coordinators and federal delegates from education policy. As an example for the dissemination of a material-based PD-program in several states, the DZLM-project PIKAS for primary schools will present how they offer the federal states different modular cooperation forms – both from the research and practice perspectives (Ch. Selter, www.pikas.dzlm.de). The case was complemented by the view from the policy perspective.

Questions for panel discussion were:

Which structures have proven to be efficient, which have not? What challenges do you face despite these structures for cooperation, despite long-

term professional development courses and combination off- and on-job phases?

Questions for group discussion were:

Which structures do you use in your countries? Which have proven to be efficient, which have not?

Why are they more or less effective?

Which challenges do you face in your country when implementing such scaling-up initiatives?

Could structures be transferred from one country to another? What is context-specific and what is general?

• What makes a structure? Which are key elements of a workable structure?

Which theories can be used and have proven to be effective when tackling the structural dimension for scaling-up professional development?

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2.3. Discussion groups

The discussion groups talked on the actual issues in the personal and structural dimension: After 5-10 min input (presenting challenges or differences between approaches as well as questions to discuss), small groups discussed for 25 min along well-defined questions in order to exchange perspectives, also between policy makers, researchers and practitioners in the field of educating the educators. Reporting back the small group results allowed a larger discussion (25 min) to widen the perspectives. Discussion Group – Personal Dimension

Background & problems in education facilitators / multiplier Katja Maaß & Susanne Prediger Professor at University of Education, Freiburg, Germany & Professor at TU Dortmund University, Germany

Facilitators (synonymously multipliers, lead teachers) are crucial for the personal dimension of scaling up, as they conduct professional development courses or support schools in their development processes. However, educating the facilitators is a field which has not yet attracted much attention. A typical challenge in qualifying facilitators is the ways they deal with different kinds of knowledge: Is a classroom example (e.g. a task, a students’ product) the key content of the PD itself, or is it only the concretization for a more general principle? Other challenges of qualifying facilitators arose and were discussed in the discussion group, e.g. What are the needs as regards their preparation for running PD courses? How difficult is it for them to change their role from a teacher to a PD facilitator? The aim was to exchange experiences as well as theoretical perspectives.

Discussion Group – Material Dimension

Scientix Workshop Àgueda Gras-Velázquez Scientix Project Manager

During the Scientix workshop the Scientix platform, opportunities and its database of materials was presented. Participants learned about the services and opportunities offered by Scientix (workshops, conferences, translation on demand) and got an overview of the Scientix database that contains a large number of STEM materials

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(classroom materials, PD materials, reports and guides) that were developed in the course of international projects. We particularly invited teachers, teacher educators, teacher associations, PD Centres and European projects in the area of STEM from across Europe to this session since they are important actors in ensuring that teachers in local settings get to know internationally developed materials.

Discussion Group – Structural Dimension

Systemic project designs for scaling-up and their evaluation Bettina Rösken-Winter & Konrad Krainer Professor at Humboldt University Berlin, Germany & Professor at University of Klagenfurt, Austria

It is a long way from high-quality CPD to scaling high-quality CPD. Research on the maintenance of CPD has substantially contributed to defining high-quality CPD in terms of quality criteria. However, little is known about the processes of dissemination, particularly with regard to the nature and the quality of change processes that are to be enhanced. The research base is thin, and research on scaling is often restricted to investigating scaling interventions simply in terms of quantitative numbers, e.g., increasing the number of teachers or schools that profit from CPD. Aim of the discussion group was exploring mechanisms of scaling up by paying attention to systemic project approaches that focus on the relevant processes and contribute evaluation data.

Schedule:

10 min input by the discussion group organizers on scaling CPD (frameworks, projects, research findings)

25 min small group discussion on different questions related to the input involving different perspectives (researchers, practitioners, policy makers)

15 min presentation of small group results, 10 min whole group discussion

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2.4. Presenter’s programme (peer-reviewed talks and posters)

There were 38 planned peer-reviewed paper presentations, usually four to six at the same time. In addition to oral presentations poster-based presentations were invited and 16 poster presentations were accepted in the conference programme. Presentations were either research- or practice-based and focused on any of the three above presented conference dimensions. The programme included various presentations from the mascil Consortium, from many other European or national projects as well as further research-based presentations of results on teacher professional development and how to upscale STEM teacher PD. For a complete list of the presenters see the appendix 6.

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2.5. Policy seminar

Strengthening collaboration between research, practice and policy is one of the main intentions of the "Educating the educators" conference. Therefore, national and European policy makers were invited to the Policy Seminar to collaborate with STEM educators, researchers and practitioners, in particular representatives from teacher associations and the fledging PD Centre network. The Policy Seminar was part of the "Educating the educators" conference. Its topic was “Scaling-up STEM teacher professional development: Overcoming challenges through a research-policy-practice dialogue”. The main aims were to:

Present the latest research on teacher professional development and its scale-up: Effective models, key principles and discussion on implementation, shortcomings and challenges in the European context.

Discuss recent trends and innovations in Europe: The work and experiences of newly established STEM PD Centres; scope and focus of the European PD Centre network initiated by project mascil and ways to further strengthen the voice of practice at all levels.

Propose action to overcome challenges to scaling up STEM teacher professional development by drafting “next steps in Europe! – on the basis of mutual exchange between policy makers, researchers and practitioners.

The seminars workshop format ensured that every participant left the seminar with concrete ideas on improving STEM teacher education and professional development at the local or European level.

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2.6. STEM PD Network Meeting

In 2014, the first conference on “Educating the educators - International approaches to scaling-up professional development in maths and science education” served as a platform for connecting Professional Development (PD) centres across Europe: in the course of the conference the first meeting of European Professional Development centres involved in math and science education took place. Hosts of the conference as well as of the first PD centre meeting were the European project mascil (mathematics and science for life!) coordinated at the University of Education Freiburg, and the DZLM (German Centre for Mathematics Teacher Education, funded by the Deutsche Telekom Foundation). The European STEM Professional Development Centre Network grew out of the idea that these national centres should be connected and work together at the international level since they have similar aims and agendas, namely: investing in teacher professional development to substantially improve STEM education as it happens day-to-day in schools. Despite different national circumstances, foci and structures the national PD centres across Europe encounter similar concerns and challenges. Therefore, bringing together and connecting these centres seems essential. This will ensure knowledge exchange to improve local practices in STEM professional development as well as strengthen the voice of practice when it comes to shaping innovation in STEM education in Europe. Owing to the resonance to the first meeting, now, two years later, the network organizer were pleased to host already the 5th meeting of these professional development centres. In addition, we were very happy to announce that the network now received funding and is based on an Erasmus project called STEM PD Net. This is a next essential step to set up, promote and strengthen the network, its aims and activities. By now, the network consists of more than 20 STEM professional development centres and other organisations with similar aims and foci like educational authorities or Ministries of Education from 13 European countries. The University of Education Freiburg who has acquired a renowned standing in Europe in the field of promoting innovative practices in STEM education serves as the Network Coordinator. More information on the participants and results of previous meetings and planned future meetings, as well as on our future aims and activities on the network website: www.ph-freiburg.de/international/STEM-PD-Centre-Network

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2.7. Materials Market

A materials market (60 min) followed a specifically invited Scientix workshop for this purpose and allowed attendees to look into a broad range of PD materials and classroom materials supporting PD in the area of STEM (primary, secondary and vocational education) exhibited by European projects, educators and PD course participants in maths and science education. The materials market continued as an open exhibition and forum for all conference participants. An accompanying poster exhibition displayed current developments in scaling-up teacher professional development in STEM education. mascil was exhibiting its results and PD materials. Apart from the mascil stand exhibitors from across Europe were invited and represented to show their high-quality STEM professional development. Around 20 stands were eventually gathered in the exhibition hall.

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2.8. Company Visit

Innovation in STEM education and vocational education in the context of a large company producing sensor technology: mascil promotes science education approaches with a world-of-work context. We develop materials that allow students to experience how maths and science are applied by professionals on a day-to-day basis in ways that link to our life – to improve food safety, to manage metropolitan transport systems or to allow industry to produce individually customized products. Maths and science also have a particular role to play in vocational education, especially in the professional areas that rely heavily on the STEM subjects. mascil therefore puts emphasis on connecting maths and science education to the world of work in both general and vocational education. Cooperation with companies and first-hand contacts with the professions and industries has helped mascil to understand the needs of industry in the 21st century and transfer it to maths and science education at school. As part of our conference we offered the unique opportunity to visit a world-leading company in sensor technology and to enrich experiences in the endeavor to improve STEM education with a first-hand insight into STEM education in the industrial context; to find inspiration seeing how „pure“ maths or science knowledge transforms into intelligent solutions using sensor technology; and to see which role work-based learning plays in this context vis-á-vis school-based learning and how the renowned German dual system of vocational education is implemented in this company.

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2.9. Early Career Researcher’s Day

Satellite Workshop for the Conference on international approaches to scaling-up professional development in maths and science: An increasing number of young researchers in mathematics and science education is working in the field of research on teachers’ professional development. The Early Career Researchers’ Day initiated communications and cooperation between young researchers across borders and disciplines. Different methods, approaches and typical research questions are presented and discussed in different formats.

Available workshops were:

• Workshop I: Rebekka Stahnke: Qualitative methods for research on educating educators: Conducting and analyzing Interviews

• Workshop II: Susanne Prediger: Specifying Topics for Professional Development Courses - The WHAT is equally important as the HOW

• Workshop III: Michael Besser: Quantitative methods for research on educating educators: Designing, conducting and analysing control trials

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3. SUMMARY, OUTCOMES AND CONCLUSIONS

3.1. Overall summary and outcomes

Educating the Educators II followed on the great success of the first conference (mascil’s mid-term conference) on this topic held in Essen 2014. The same as the first conference, it was organized in cooperation with the DZLM, the German Centre for Mathematics Education which proved a fruitful cooperation.

The second conference served as a researcher-practitioner platform for exchange focusing on research, policy and practice relevance and implications. The mascil final conference ‘Educating the Educators II’ held in November 2016 was a crucial project milestone – and a resounding success. Almost 200 participants from the main target groups of the conference (researchers, practitioners, policy makers) from 30 countries attended the mascil final conference from 7-9 November 2016 at the University of Education Freiburg, Germany.

Next to high-level keynote speakers, the conference concept boasted a diversity of innovative formats and events such as academic presentations by researchers and practitioners, a Materials Market, an Early Career Researcher's Day as well as a company visit to reflect innovation in STEM education in the industrial context, a Policy Seminar and a meeting of the Network of European STEM Professional Development Centres which was established as part of mascil’s activities. Quality and relevance of the conference presentations and events was ensured by the issue of a globally distributed Call for Contributions and the establishment of program committees in which a diversity of researchers and representatives of other stakeholders were represented and who took over the selection of proposals for the different formats and events. A website was established for the conference giving all details of the varied program. All information will continue to be available at this website and can be visited at: http://educating-the-educators.ph-freiburg.de. The participation of highly relevant other projects, networks and institutions such as Scientix or European Commission representatives greatly enhanced the quality of the conference and insights that participants were able to take with them. The major lines of discussion at the conference were organized around three topical dimensions of scaling-up teacher professional development:

The personal dimension and the question of which roles, contents and activities have to be considered in the PD for facilitators (in professional learning communities and in the multiplier concept)?

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The materials dimension and the question which role materials can play in professional development for math and science teachers (classroom materials, face-to-face PD materials and e-learning PD materials)?

And the structural dimension and the lead question of how to establish adequate systemic project designs for scaling up and their evaluation (like e.g. in mascil or other professionalization projects)?

The large turnout and participants’ enthusiasm and engagement showed clearly that the conference topic is indeed of high interest and relevance in Europe. An evaluation among conference participants confirmed this interpretation. It further provided high praise and acceptance of the truly innovative conference concept which featured a broad variety of formats and side events such as a company visit and which clearly extended the approach taken in “classical” research conferences. A specific merit of the conference is therefore that it has extended the benefits that participants usually take home from visiting a conference. Namely that it has ensured the building of bridges and networks in the research-policy-practice triangle of STEM education and, along with the world-of-work focus of mascil, to the field of industry. Therefore, perhaps the most important achievement is that the conference series has established itself as an appreciated European and international platform for a diversity of stakeholders in STEM education to meet, exchange and find opportunities for collaboration. This role of the conference has created the necessary drive that will be taken forward after the mascil project’s end in 2016 within the activities and current projects of the newly established International Centre for STEM Education at the University of Education (the coordinator institution of mascil).

Therefore, and in order to facilitate further research and exchange on scaling-up teacher professional development in STEM education (which the conference has shown as also still needed despite increasing treatment of the subject in research), Educating the Educators III is already planned for 2019. A lasting impact of mascil’s activities as regards its mid-term and final conferences to broadly disseminate project results and link relevant stakeholders for such dissemination is therefore ensured beyond the project’s duration. This is an achievement that the mascil Consortium is truly proud of.

The conference’s lasting impact will further be enhanced by an edited book that is planned in order to publish some of the best contributions to mascil’s final conference.

Some further concrete outcomes and conclusions from the conference organisers and participants will be outlined below, followed by some original citations (anonymised)

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from conference participants as given in their evaluation which shall provide some first-hand insights into the merits of the conference that the participants saw.

3.2. Details on some specific outcomes and conclusions

The mascil Consortium has found it important to think beyond the scope of the project already while implementing the project. This concerns not only the fact that projects should be sustainable even after they come to an end. This also concerns the organisation of large-scale conferences such as Educating the Educators I and II which need major efforts but which have the potential to link the specific topic of a project with those surrounding issues and challenges that are important to address in STEM education generally.

Although a field of research concerned with teacher professional development (PD) and scaling-up STEM teacher professional development is beginning to be seen in Europe and globally, the research field is only just beginning to emerge.

o While there are more and more good examples of practice on how to effectively implement high-quality PD which have scaling-up potential, research has thus far concerned itself too little with the topic. There is for example a lack of rigorous evaluation of high-potential approaches as well as a lack of systematization and conceptualization in the field.

o With respect to forming the research field, the Early Career Researcher Day has also been an important activity which should be followed by efforts to promote (PhD) research on scaling-up STEM teacher professional development.

o To promote the field, it also seems a viable pathway to collect major contributions and the level of knowledge we have in edited books or thematically focused special issues in academic journals.

A key success factor for the mascil conference was its concept that clearly extended the focus of traditional research conferences. For example, through providing many interactive formats (e.g. discussion groups, research-practice sessions) as well as special events and formats to enhance the relevance for not only researchers but also policy makers and practitioners.

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o The diversity of the conference formats ensured that researchers, policy makers and practitioners could be attracted to come to the conference which is a unique and seldom achieved merit of Educating the Educators.

o This, in turn, ensured that bridges and networks within (too often theoretic) research-policy-practice triangle can begin to evolve so that eventually the field of STEM education could reap the benefits of collaboration between the three angles of the triangle.

The organisation of a policy seminar in which “mascil tandems” (each a policy maker and a researcher from a mascil country) participated proved as innovative and successful. Policy makers appreciated the exchange with colleagues from other countries and the presence of a representative of the European Commission. The participation of tandems proved important not only for the discussions of the seminar but also to further strengthen the ties between local researchers and local policy makers in each country.

The company visit to a leading industrial company in sensor technology was received very enthusiastically. It left all participants with the conviction of the extremely important link that needs to be made between STEM education in schools and industry but also of the necessity that STEM education research at universities is aware of the application of STEM knowledge as it happens in maths and science careers.

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3.3. Conference participant’s comments (original citations, anonymised, from the evaluation)

“There are many problems in contemporary education which are similar in different countries and it was interesting to see “how the others are doing”. In this respect the Practice Sessions were very good. The idea to have simultaneously a meeting of the European STEM Professional Development Centre Network was also a fruitful one and will definitely have positive impact on the sustainability of results obtained in MASCIL. Very inspiring were also the invited lectures and the work of the Policy Seminar.”

A senior researcher from Bulgaria on his conference experience

“The presentations and discussions that took place during the conference have proved that mascil project ideas are important and contribute to the students’ motivation to learn and develop interest in maths, science and engineering “

A policy participant from Lithuania

“We were pleasantly surprised at how compatible the company-based practice and education and training can be. This could be a very effective way to develop skills of future employees.”

A participant in the company visit where the dual system of vocational education in Germany has been presented

“Very interesting to see how such a large company include vocational education students in different trainee programs. Seemed impressive and effective, with regard to students’ learning.”

A teacher trainer from Norway who took part in the company visit

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“The policy seminar was an eye-opener. Researchers and politicians must learn to develop a common view. Unfortunately, the policy-view is—from the perspective of the scientist—not always adequate in terms of the problem at hand. So one might provocatively ask: do policy makers need professional development? But also scientists need to be (more) open to continue to learn and develop their views.”

A senior researcher from Germany who participated in the policy seminar

“Based on my participation in the policy seminar, I think it is very valuable and important to include policy makers in such projects. A success factor for scaling up TPD is involvement of policy makers nationally!”

A researcher from Norway who participated in the policy seminar together with the Norwegian policy representative invited

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4. APPENDICES

4.1 Appendix 1: Programme

Monday

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Tuesday

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38



Wednesday

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4.2 Appendix 2: Biographies of the keynote speakers

The biographies of the keynote speakers appear in alphabetical order. Michiel Doorman

Dr. Michiel Doorman works as a researcher and teacher trainer at FIsme. His interests are context-based mathematics education and coherency between mathematics and science learning. He has been involved in various national projects on designing educational materials and connecting science and mathematics, with a special focus on context-based tasks and IBST. In the past, he has led the materials work package in the Comenius Project Compass (developing interdisciplinary teaching units), and is currently coordinating the materials work package in the FP7 project Primas (teaching materials and professional development units for IBST). He is chief editor of the national magazine on research in science and mathematics education (TDBeta). Doorman is involved in the international network for Mathematics and its Connections to the Arts and Sciences (MACAS). Olaf Köller

Olaf Köller is currently director of the Department of Educational Research at the Leibniz Institute for Science and Mathematics Education (IPN), IPN’s scientific managing director, and full professor of educational research at the University of Kiel, Germany. Till September 2009, he was founding director of the German Institute for Educational Progress at Humboldt University, Berlin (IQB). After graduation in psychology in 1991 he started his scientific career at IPN. In 1996 he changed to the Max Planck Institute for Human Development, where he finished his dissertation (Ph.D.) in 1997. In 2002 he accepted the offer of a full professorship at the University of Erlangen-Nuremberg. In 2004 he changed to Humboldt University, Berlin. As a full professor of educational research and the founding director of IQB, Olaf Köller was responsible for the national assessment of educational progress in Germany. Aside from his activities in academic assessment, his major research interests are reciprocal effects of motivation and achievement, the development of academic interests and their effects on achievement, educational and occupational choices. Olaf Köller has published more than 200 national and international journal articles, book chapters and monographs.

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Alan Schoenfeld

Alan Schoenfeld is a Professor of Education and Mathematics at the University of California at Berkeley. He is a Fellow of the American Association for the Advancement of Science and of the American Educational Research Association (AERA), and a Laureate of the education honour society Kappa Delta Pi; he has served as President of AERA and vice President of the U. S. National Academy of Education. He holds the International Commission on Mathematics Instruction’s Klein Medal, the highest international distinction in mathematics education; AERA's Distinguished Contributions to Research in Education award, AERA’s highest honour; and the Mathematical Association of America’s Mary P. Dolciani award, given to a pure or applied mathematician for distinguished contributions to the mathematical education of K-16 students. Schoenfeld has written, edited, or co-edited more than two hundred pieces on thinking and learning, including twenty-two books. His most recent book, How we Think, provides detailed models of human decision making in complex situations such as teaching. His current R&D projects involve understanding and supporting teaching that produces students who are powerful thinkers.

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4.3 Appendix 3: Book of abstracts’ cover

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4.4 Appendix 4: Flyer

Conference Flyer

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Policy seminar flyer

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4.5 Appendix 5: Press Release

Educating the Educators II: international approaches to scaling-up professional development in maths and science education Conference | 07-08 November 2016 | Freiburg, Germany

The European project mascil (´mathematics and science for life’) and the DZLM (German Centre for Mathematics Teacher Education, an initiative of the Deutsche Telekom Foundation) are hosting the second conference on the topic of educating the educators. This international conference will connect researchers and practitioners engaged in the field of maths and science education in order to discuss concepts of scaling-up teacher professional development. The event is mainly geared towards teacher educators, the educators of these persons as well as multipliers, institutions engaged in teacher professional development, educational policy makers and researchers.

Building on the results of the first conference on this topic, Educating the Educators II will serve as a lever and platform for international exchange about concepts and experiences concerning such questions as: Which roles, contents and activities have to be considered in the PD for facilitators? Which role can materials (for classroom or professional development) play in professional development for math and science teachers (classroom materials, face-to-face PD materials and e-learning PD materials)? How to establish adequate systemic project designs for scaling up and their evaluation? Key to scaling-up concepts – and core to this conference – will be the education, professional development and support of multipliers.

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4.6 Appendix 6: Presenters List

Long presentations:

Besser, M. (University of Education Freiburg), Leiss, D. (Leuphana University of Lueneburg): Designing Teacher Professional Development to Foster Mathematics Teachers’ Pedagogical Content Knowledge and to Improve the Quality of Teaching

Cameron, D. (Institute of Physics, London): The Stimulating Physics Network: changing the landscape of physics teacher professionalism in England

Cyvin, J. (NTNU), Febri, M.IM. (NTNU), Gjøvik, Ø. (NTNU), Sikko, S.A. (NTNU), Staberg, R.L. (NTNU): Innovative ICT-based teaching materials in mathematics and science

Dannemann, S. (IDN Didaktik der Biologie, Hannover), Gropengießer, H. (IDN Didaktik der Biologie, Hannover): Using video vignettes as cases to foster the abilities of pre-service teacher students to design learning activities

Doorman, M. (Utrecht University), Wijers, M. (Utrecht University), Jonker, V. (Utrecht University), de Haan, D. (Utrecht University): Promoting 21st century skills with problem solving challenges for teams

Dreher, U. (University of Education Freiburg), von Gehlen, M. (University of Education Freiburg), Hochbruck, W. (University of Freiburg), Holzäpfel, L. (University of Education Freiburg): "Praxiskolleg" Freiburg: Creating a Community of Practice Network for Teacher Education

García, F.J. (University of Jaén), Romero-Ariza, M. (University of Jaén), Quesada-Armenteros, A. (University of Jaén), Abril-Gallego, A.M. (University of Jaén): Understanding differences between face-to-face and e-learning professional development, from the dual perspective of designers and facilitators

Geiger, V. (Australian Catholic University), Mulligan, J. (Macquarie University): Creating STEM Online Materials for Pre-Service Teachers Through Interdisciplinary Collaboration Between Mathematics Educators, Mathematicians and Scientists

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Hahn, T. (University Kassel), Eichler, A. (University Kassel): Changing beliefs and motivation based on reflection on student outcomes

Hornung, G. (University of Kaiserslautern), Engelhardt, A. (University of Kaiserslautern), Thyssen, C. (University of Kaiserslautern), Lutz, P. (University of Kaiserslautern), Kiekbusch, L. (University of Kaiserslautern): “real-LiFe”: using interactive feedback tools for teacher education in science

Jahnke, A. (Gothenburg University): Analysing the architecture and epistemological foundation of Boost for Mathematics – a PD program conducted by 37,000 mathematics teachers in Sweden

Karsenty, R. (Weizmann Institute of Science, Israel): Preparing facilitators to conduct video-based professional development for mathematics teachers: Needs, experiences and challenges

Lamberg, T. (University of Nevada): Nevada Mathematics Project: A Scale up Professional Development Project in U.S.A

Maaß, K. (University of Education Freiburg): Scaling up within the cascade model: What are PD facilitators’ needs?

Pendrill, A-M. (Lund University), Kozma, C. (Stockholm University), Theve, A. (Gröna Lund, Stockholm): Amusement park physics – teacher roles for student learning, through CPD, research-based materials and networking

Rösike, K. (TU Dortmund University), Prediger, S. (TU Dortmund University): Specifying what teachers need to learn: The case of noticing and fostering students’ mathematical potentials

Sensari, Z.S. (Izmir Özel Türk College), Yurumezoglu, K. (Dokuz Eylül University): Effectiveness of an In-service Training Program Regarding Inquiry-based Teaching for Physics Teachers

Sproesser, U. (University of Education Heidelberg), Vogel, M. (University of Education Heidelberg), Dörfler, T. (University of Education Heidelberg), Eichler, A. (University of Kassel): Developing and evaluating teachers’ professional development referring to learning difficulties in reasoning with functions

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Tirosh, D. (Tel Aviv University), Tsamir, P. (Tel Aviv University), Levenson, E. (Tel Aviv University), Barkai, R. (Tel Aviv University): Using cases as materials in professional development

Triantafillou, C. (ASPETE, Greece), Psycharis, G. (National and Kapodistrian University of Athens), Potari, D. (National and Kapodistrian University of Athens), Zachariades, T. (National and Kapodistrian University of Athens), Spiliotopoulou, V. (ASPETE, Greece): ‘Aspects of secondary teachers’ attempts to integrate workplace in teaching’

van der Valk, T. (Utrecht University), Kleijer, C. (Utrecht University), Michels, B. (Utrecht University): Scaling-up in a secondary/higher education STEM network: U-Talent

Wassong, T. (Universität Paderborn), Biehler, R. (Universität Paderborn): What are the challenges of being a math teacher educator? Results of an interview study

Westwell, J. (The National Centre for Excellence in the Teaching of Mathematics, England): The English National Maths Hubs Programme

Westwell, J. (The National Centre for Excellence in the Teaching of Mathematics, England): The NCETM Accredited Professional Development Lead Programmes

Zehetmeier, S. (University of Klagenfurt): How to scale up and sustain the impact of professional development programmes?

Zwetzschler, L. (University Duisburg-Essen): How to educate the educators for mathematics –Design Principles for PD-courses for educators

Short presentations:

Biehler, R. (Universität Paderborn), Friedrich, H. (Universität Paderborn), Nieszporek, R. (Universität Paderborn): Scaling up professional development courses for upper secondary mathematics teachers through systematic collaboration with mentor teachers

Bilek, M. (University of Hradec Kralove), Simonova, I. (University of Hradec Kralove), Machkova, V. (University of Hradec Kralove), Musilek, M. (University of Hradec Kralove), Manenova, M. (University of Hradec Kralove): Project Mascil Implications for Teachers Professional Development in Czech Republic

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Chehlarova, T. (Bulgarian Academy of Sciences), Kenderov, P. (Bulgarian Academy of Sciences), Sendova, E. (Bulgarian Academy of Sciences): Dynamic support of multipliers’ personalization (without forgetting the national specifics)

Colakoglu, C.H. (Ministry of National Education, Turkey): Scaling-up PDs in Vocational Education and Training (VET)

Dalby, D. (University of Nottingham): The role of the facilitator in developing effective professional learning communities

Juen-Kretschmer, C. (Pädagogische Hochschule Tirol), Alber, E. (Pädagogische Hochschule Tirol): Joint development of sustainable mathematical competences

Lamberg, T. (University of Nevada): A Framework for Shifting Teachers’ Instructional Approaches to Inquiry Based Approaches

Mousoulides, N. (University of Nicosia), Evagorou, M. (University of Nicosia): An Interdisciplinary Approach to Mathematics Teaching and Learning - Educating the Teacher Educators dimension

Sorensen, P. (University of Nottingham): Developing inquiry-based approaches in science linked to the world of work: a case study of using materials from the Mascil project to support a school-based professional learning community

Staberg, R.L. (NTNU), Sikko, S.A. (NTNU), Dahl, H. (NTNU), Febri, M.I.M. (NTNU): Impact of Multiplier Concept on Teachers’ Professional Knowledge

Stampfer, F. (University of Innsbruck), Kapelari, S. (University of Vienna): An analysis of teachers questioning as “mediating artefacts” in a professional development course within the mascil project

van der Valk, T. (Utrecht University), Mooldijk, A. (Utrecht University), Duifhuis, P. (Hogeschool Utrecht): Educating physics educators in Surinam: the NiNaS project

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Materials Market:

Armenteros, A.Q., Abril, A.M., Ariza, M.R., García, F.J.: Inquiry in primary Science Education using immersions tasks for pre-service teachers

Kapelari, S., Lindner, W., Scheuch, M., Varga, J.: The price of soybeans: a topic accompanying students during the course of their school career

Stampfer, F.: Chocolate Bar Machine Scheduling: Dunking into IBT and WoW

Zsombori, G., András, S.: Developing reasoning skills using IQ games

Reitz-Koncebovski, K., Weihberger, A.: PRIMAS / mascil

Weihberger, A.: Smartphones in class?! Please turn them on!

Jonker, V., Wijers, M.: IBL and WoW materials from the Netherlands

Dalby, D.: Mathematics Assessment Project

Hyland, M., McClure, L.: Underground Mathematics

Schuler, S., Haug, R., Reuter, D., Wittmann, G.: MATHElino

Schulze, J.: Science on Stage Europe

Dinse de Salas, S., Werner, J.: Coaching teachers using technology with cognitive apprenticeship

Pendrill, A., Arvidsson, Å., Ekström, P., Hansson, L., Kozma, C., Ouattara, L., Reistad, N., Theve, A.: Physics for the whole body – in amusement parks and playgrounds

Protopsaltis, A., Hetzner, S., Leen-Thomele, E.: Equipping the Next Generation for Active Engagement in Science - ENGAGE

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Posters:

Ariza, M.R. (University of Jaén), Quesada, A. (University of Jaén), Abril, A.M (University of Jaén), García, F.J. (University of Jaén): When teachers build parachutes: materials for scaling up teacher professional development

Bracke, M. (University of Kaiserslautern), Neßler, K. (University of Kaiserslautern), Siller, H.-S. (University of Koblenz-Landau): Research-based learning versus subject-matter-orientated teaching for supervising complex interdisciplinary modelling tasks: what are the advantages and disadvantages?

Bronner, P. (Friedrich-Gymnasium Freiburg): Inquiry based mobile learning with smartphones

Cabassut, R. (Strasbourg University): Professional development on modelling and national conditions and constraints: examples from France

Criado, A.M. (Universidad de Sevilla), García-Carmona, A. (Universidad de Sevilla), Cruz-Guzmán, M. (Universidad de Sevilla): 'An experience with soap films in preservice Primary teachers training on inquiry-based Science learning'

de Villiers, L. (Durban University of Technology), Wessels, D.CJ. (Stellenbosch University): Investigating engineering students’ mathematical modelling competencies

Diakonou, M. (Model Lyceum Evageliki School of Smyrna), Siopi, K. (Model Lyceum Evageliki School of Smyrna): The input-output criterion of data in design of task activities

Grapin, N. (University Paris Diderot), Lazaro, C. (Spanish Federation of Mathematics Teachers’ Societies), Maracci, M. (University of Pavia), Moussavou, F. (French Association of Public School’s Mathematics Teachers), Pope, S. (The Manchester Metropolitan University), Recio, T. (University of Cantabria), Robutti, O. (University of Turin), Silva, J. C. (University of Coimbra), Vieira, A. (Portuguese Association of Mathematics Teachers): Inclusive Mathematical LIteracy (IMALI): collaborative teacher development

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Kunchev, M. (Baba Tonka High School of Mathematics), Sendova, E. (Bulgarian Academy of Sciences): Climbing the stairs: implementing the IBL from students’ explorations to teachers’ motivation

Manshadi, S. (The artic university of Norway): Digital tools and meaning making in mathematics

Mooldijk, A. (Freudenthal Institute for Science and Mathematics Education), Jonker, V. (Freudenthal Institute for Science and Mathematics Education): Professional Learning Community on Interdisciplinarity

Popov, O. (Umeå University): Better later than never: science teacher professional competence development following curriculum reform in Sweden

Stampfer, F. (University of Innsbruck, University of Vienna), Sendova, E. (Bulgarian Academy of Sciences): How a bicycle insurance task connected Austrian and Bulgarian students

van Dijk, E.M. (Universität Hildesheim), Meisert, A. (Universität Hildesheim): Development of pre-service teachers’ lesson-planning strategies in relation to their self-efficacy

Wetterstrand, F. (Örebro University), Knutsson, M. (Örebro University): Research Circle in Mathematics Education

Wittmann, G. (University of Education Freiburg), Schuler, S. (University of Education Freiburg): Primary school teachers running in-service trainings for fellow teachers – an investigation of activities and expectations

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4.7 Appendix 7: Conference impressions

Welcome by Susanne Prediger, besides Katja Maaß and Diana Wernisch one of the Conference Chairs

Impression of one of the conference rooms

Keynote by Alan Schonfield

Materials market and poster session

d1.4 short report on final conference 161222€¦ · for example, a presentation of scientix was...

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