Lehrerfortbildungen zur Förderung prozessbezogener Kompetenzen

Martin Reinold empirically investigates which design features are decisive for the success of teacher training courses. The author compares different types of training courses in the context of the implementation of the new curriculum for mathematics at elementary schools in North Rhine-Westphalia by means of systematic variation of characteristics. In a quantitative sub-study he shows that above all subject didactic suggestions are important for the success of the effect on the levels of acceptance and convictions. In a qualitative sub-study, he elaborates individual processes of conviction development, which explain the effects of the training courses and allow conclusions to be drawn about their further optimization.