Speaker
Markus Obczovsky
Description
Though curriculum materials (CMs) are an important source for teachers’ when designing classroom instruction, the dissemination of innovative CMs has limited influence on teacher practice. A common explanation for this phenomenon is that teacher interpret CMs different than developers. Thus, some teacher educators argue that preservice teachers need to learn how to interpret CMs in order to make meaningful instructional decisions and subsequently design meaningful classroom instruction. We iteratively developed a research-based scheme to support preservice physics teachers in analysing innovative CMs. In a presentation, we will present the scheme, its research-driven development and discuss its potential for teacher education.
| How would you like to present your contribution? | Live in Kraków (time slot to be allotted based on the programme) |
|---|---|
| Target education level | Secondary |
| Category | Formal Education |
Author
Markus Obczovsky
Co-authors
Claudia Haagen-Schützenhöfer
Thomas Schubatzky
