Educating the Educators III

Conference Chairs

Katja Maaß, Director of ICSE, University of Education, Freiburg, Germany

Michiel Doorman, ICSE Consortium & Utrecht University, Netherlands

Elena Schäfer, ICSE, University of Education, Freiburg, Germany

Programme Committee

The programme committee will support the conference chairs with scientific and conceptual advice when selecting proposals to assure a high relevance and scientific quality of the conference and possible subsequent public ation(s).

Members of the programme committee are: Digna Cousa, Autonomous University of Barcelona, Paul Drijvers, Michiel Doorman, Vincent Jonker & Monica Wijers (Utrecht University, Netherlands), Josette Farrugia, University of Malta, Konrad Krainer (Alpen-Adria University Klagenfurth, Austria), Antonio Quesada & Marta Romero Ariza (University of Jaén, Spain) and Ragnhild Lyngved Staberg (Norwegian University of Science and Technology, Norway).

Organisational Committee

Christiane Fischer, ICSE, University of Education, Freiburg, Germany

Sabine Mickler, ICSE, University of Education, Freiburg, Germany

Barbara Becker, ICSE, University of Education, Freiburg, Germany

MaSDiV (2017-2020)

MaSDiV is a EU funded project that aims to support maths and science teachers in accommodating cultural, socioeconomic and performance related diversity in their classrooms. Central to this project is the inclusion of a social and intercultural dimension in maths and science classes. Teachers shall be equipped to foster students’ understanding of fundamental values of our society through their maths and science lessons. Innovative teaching approaches, such as inquiry based learning and intercultural learning, create inclusive class environments that help to enhance the achievement levels of all students. By applyingthese approaches, teachers can actively support their students in the process of becoming well-informed and critically-reflected citizens.The concrete measures of MaSDiV are the development, the evaluation and the dissemination of an innovative professional development course for teachers, who are teaching secondary school. Research facilities and ministries from six different European countries are working closely together in this project. The evaluation process will be conducted by the renowned IPN at the Universität Kiel in Germany.

ICSE – International Centre for STEM Education

The International Centre for STEM Education (ICSE) is located at the University of Education in Freiburg, Germany and focuses on practice-related research and its transfer into practice. ICSE sustainably links stakeholders from research, practice, policy and industry, nationally as well as internationally through the ICSE consortium. The ultimate aim of ICSE is to help improve STEM education across Europe. That is, to give students insights into authentic features of STEM subjects and their connection to real-life contexts, to raise achievement levels in STEMsubjectsand to make science literacy accessibleto all students, regardless of gender and cultural or socioeconomic backgrounds. Thereby, ICSE intends to promote the interest of young people in STEM careers.

The ICSE Consortium

The ICSE Consortium was founded in 2017 and endeavours to lead the field of transfer-oriented research and development in STEM education. It wants to set standards for ahigh-impact international collaboration of higher education and research institutes. The consortium is comprised of the following 14 research institutes:

• Austria, University of Innsbruck
• Bulgaria, Institute of Mathematics and Informatics at the Bulgarian Academy of Sciences
• Cyprus, University of Nicosia
• Czech Republic, Charles University
• Germany, International STEM Centre, University of Education Freiburg
• Greece, National and Kapodistrian University of Athens
• Lithuania, Vilnius University
• Malta, University of Malta
• Netherlands, Utrecht University
• Norway, Norwegian University of Science and Technology
• Slovak Republic, Constantine the Philosopher University in Nitra
• Spain, University of Jaén
• Sweden, Jönköping University
• Turkey, Hacettepe University

DZLM – German Centre for Mathematics and Teacher Education

The German Centre for Mathematics Teacher Education (DZLM) is Germany’s first nationwide centre providing teacher training in mathematics and is funded by Deutsche Telekom Stiftung. The DZLM focuses on developing long-lasting, continuing professional development programmes for multipliers that are research-based and practically relevant. These multipliers are teachers themselves (from pre-, primary and secondary schools) who in turn offer PD courses, advice and support to other teachers, e.g. by supervising professional learning communities. The DZLM also provides professional development courses and materials that target specific types of teachers and their educators, e.g. educators who teach mathematics out-of -field, i.e. outside their specialty area, as well as pre-school teachers. All courses are continuously improved based on empirical evidence and disseminated at a large scale. Eight universities are involved in the consortium: The Humboldt-University Berlin, Free University Berlin, University of Bochum, TU Dortmund University, the University of Duisburg-Essen, the University of Potsdam, Paderborn University and the University of Education Freiburg. In addition, the DZLM cooperates with further partners in the fields of mathematics, mathematics education and educational research, as well as the educational institutes of the different federal states.

The first two ‘Educating the Educators’ conferences took place in 2014 in Essen, Germany and in 2016 in Freiburg, Germany. Like the upcoming conference, the previous events offered participants from all over the world a platform to explore, discuss and exchange approaches to scaling up professional development (PD) in math and science education. If you want to find out more about the past conferences, please take a look at our conference proceedings from ETE I or the ETE II conference book.

Conference Proceedings ETE I                Conference Book ETE II