Teacher competence in inclusive mathematics education: Examining the effects of an innovative professional development program on teacher noticing
Abstract
This
study
investigated
the
effects
of
an
innovative
professional
development
program
aimed
at
enhancing
teacher
noticing
skills
and
knowledge
in
inclusive
(mathematics)
education
secondary
algebra
instruction.
A
total
653
participants,
comprising
master’s
students,
teachers
preparatory
service,
in-service
from
Germany,
participated
a
pretest–posttest
evaluation
design
that
included
control
group.
The
comprised
18
hours
coursework
integrated
novel
teaching
materials
video-based
learning
activities
combined
both
mathematics
pedagogical
general
perspectives
on
associated
knowledge.
results
indicated
significant
improvements
teachers’
for
intervention
group
across
all
facets,
particularly
under
perspective
knowledge,
compared
to
exhibited
no
changes.
Effect
sizes
ranged
small
medium,
suggesting
effectively
improved
participants’
their
abilities
perceive,
interpret,
make
decisions
contexts.
Notably,
students
most
substantial
gains
competencies,
while
primarily
perspective.
findings
underscore
importance
tailored
fostering
yield
valuable
insights
into
competencies
necessary
education.
Research Square (Research Square), Год журнала: 2025, Номер unknown
Опубликована: Янв. 8, 2025
Язык: Английский