Track 1: Scaling-up with multipliers in face-to-face professional development courses

Track chair
Dr Ragnhild Lyngved Staberg, Sør-Trøndelag University College
Prof. Dr Birgit Pepin, Sør-Trøndelag University College
Dr Josette Farrugia, University of Malta
Prof. Dr Konrad Krainer, Alpen‐Adria‐University Klagenfurt

Here you can download the schedule for track 1 (final version): Conference Programme Track 1.pdf

Track description
Reaching a large number of teachers with an innovative content, such as inquiry-based learning (IBL) or connecting school to the world of work, in face-to-face professional development courses is accomplished by using a pyramid model: Engaged teachers or researchers are trained to become multipliers, who then go on to train other teachers. This pyramid model has proven efficient and effective within various contexts and projects (e.g. Sinus project in Germany, EU project PRIMAS, cf. also Rocard, et al., 2007). Nevertheless, educating multipliers poses considerable challenges inherent to the specific requirements of the multipliers' dual role. Multipliers act as experts in some subject-related content, and at the same time, as professionals in adult education. Therefore, training multipliers has to cover both of these requirements.

This conference track offers an opportunity for presenters to exchange experiences from the practical field and/or to discuss relevant research results. Proposals in this track may include practice-oriented reports from teacher educators, training centres and policy makers, and poster or paper presentations from the perspective of research and/or practice.

The track focuses on key questions such as (examples):

  • What are the features of successful concepts for educating multipliers?
  • Which pitfalls have to be avoided?
  • How can multipliers be adequately prepared to impart key approaches that promote more meaningful and motivating science and mathematics learning consisting of complex content and competences like IBL and/or a closer connection of school to the world of work?
  • How can multipliers effectively be supported in the implementation of professional development?
  • In what ways can cultural factors, such as national specifics in how teachers cooperate at school – or not, or common classroom culture, be addressed and handled?
  • What are the needs and experiences of the different target groups: educators of teacher educators, teacher educators themselves and teachers in their everyday classroom practice?
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The project mascil has received funding from the European Union’s Seventh Framework Programme under grant agreement n°320693