Paper Presentation
room KA 101
Multi-professional – description of professionalization processes of facilitators in mathematical education
Peters-Dasdemir, Joyce, University of Duisburg-Essen, German Centre for Mathematics Teacher Education (DZLM), Essen, Germany Barzel, Bärbel, University of Duisburg-Essen, German Centre for Mathematics Teacher Education (DZLM), Essen, Germany
Facilitators are trained as teachers, they are “self-made” regarding teacher trainings (Zaslavsky, 2008, p. 93) and usually devote themselves to this task in the context of a secondary job, which is at best compensated with little relief from school practice. The German Center for Mathematics Teacher Education (DZLM) has set itself the task of developing and researching trainings on the facilitators level (Prediger et al., 2017). In a review of relevant literature concerning facilitators, we focused our research on mathematical education and general adult teaching. For this purpose, the GRETA model (Lencer et al. 2016, p.7) is adapted taking into account the mathematics-specific models in an exchange process of different experts inside DZLM and school administration. Furthermore, the project multi-professional deals with the conception of a mathematical-specific test instrument. It is used as a survey to describe current status and to cover professionalization processes of facilitators, using the instrument before and after qualification courses. For this purpose the PortfolioPlus developed by German Institute for Adult Education (DIE) is concretized and applied for mathematics specific.
