Co-designing teaching with digital technologies: a case study on mixed pre-service and in-service mathematics teacher design teams

Author:

Dilling FrederikORCID,Witzke Ingo,Hörnberger Kevin,Trgalová Jana

Abstract

AbstractThe development of professional digital competencies is an important condition for a meaningful integration of digital technologies in mathematics education. A widely used and empirically studied approach for the professional development of in-service teachers are teacher design teams, in which lessons are collaboratively planned, implemented and reflected. However, this approach has not yet been considered for the collaboration of pre-service and in-service teachers. Therefore, this article examines in a holistic case study mixed teacher design teams composed of pre-service and in-service teachers. A total of 23 interviews were conducted with pre-service and in-service teachers and analyzed by inductive development of categories using the method of qualitative content analysis. The case study shows among other things, that the different prerequisites of the participants can lead to a relatively clear division of roles within the collaboration, which turns out to be suitable for the professionalization of both pre-service and in-service mathematics teachers.

Funder

Ministerium für Kultur und Wissenschaft des Landes Nordrhein-Westfalen

Ministerium für Schule und Bildung des Landes Nordrhein-Westfalen

Universität Siegen

Publisher

Springer Science and Business Media LLC

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Mathematics teaching, learning, and assessment in the digital age;ZDM – Mathematics Education;2024-07-10

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