Abstract
AbstractContinuous professional development (CPD) is an increasingly significant field of research that focuses on the development of teachers’ competencies, knowledge, and skills as lifelong learning. It is essential that CPD be well-designed and professionally performed. CPD must both enhance the cognitive dimension of teachers’ competencies as well as make these competencies meaningful and manageable for their daily practice. In this regard, facilitators play a crucial role as external experts and must possess specific competencies to meet this manifold challenge. This chapter describes a competency framework for facilitators and their qualification which was intensively developed in an evolutionary process within an expert network (German Center for Teacher Education Mathematics—DZLM). The three-year development process was based on a literature review, considering literature since the framing provided by (Medley, 1987). The resulting competency framework for facilitators provides an orientation to concretize the specific competencies needed by facilitators to work effectively in CPD situations in mathematics. This contribution to the field of “mathematics teacher training and experience” (Medley’s Type J variable) characterizes the expertise of facilitators as an initial and presaging component in the transfer process of professionalizing mathematics teachers.
Publisher
Springer International Publishing
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