Hidden Dimensions in the Professional Development of Mathematics Teachers - In-Service Education for and with Teachers: Unterschied zwischen den Versionen

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The professional development (PD) of mathematics teachers is a highly relevant topic at this  time, when calls for school improvement are on the daily agenda. However, while the knowledge base on effective PD is growing, conditions that hinder successful progress are still prevalent and call for improvements in the field. Since most studies are about teachers instead of being for and with them ([[N. Malara|Malara]] & [[R. Zan|Zan]] 2002), the explicit focus of this thesis is to get insight into what makes PD successful from a teacher’s perspective. Subject of this work is thus elaborating intensely on the view of teachers, i.e., their beliefs and subjective theories, their experiences and needs. The leading assumption is, following the famous paper by [[H. Bauersfeld|Bauersfeld]] (1980), which moreover led to the title of this work, that there are hidden dimensions in the reality of PD that are not yet covered by research in this area. To look into this subject encompasses a theoretical and an empirical approach, which is presented in eight chapters, shortly outlined in the following: