WP 4 – Planning and implementing pilot training courses

WP co-leader: UCY
Institutions involved: All partners

The work package aims to:
– ensure that the pilots is realized in time;
– coordinate the various partners to the definition of pilot training courses on formative assessment for mathematics’ teachers;
– ensure that each partner implements the pilot training courses;
– identification of significant cases of study.

To achieve these aims, the work package will include the following tasks:

T4.1 Planning meeting
WP4 will start with a meeting involving Universities and Schools at the end of WP2 and WP3. The aim of this meeting is to discuss with researchers, teachers and students some findings coming from WP2 and WP3 analysis.

T4.2 Identification of significant cases to include in the web repository
Identification of significant cases that reflect the pattern of training that will be
collected and uploaded in the web repository (WP5).
Tools and videos stored in the repository will be used as methodological resource for planning teacher-training paths.

T4.3 Identification of a training common model
Develop of training model patterns (or schema) in order to design training paths (at least 5 paths in response to the different learning needs of teachers), providing methodological criteria to build on other training paths.
Each training path shall be organised trough blended learning and face-to-face lessons, according to learning needs and resources (including those reported in the web-repository).
Every training path will be implemented and tested in different (but fixed) conditions with different groups of teachers, in order to identify some criteria concerning their effective exportability on other contexts.
In particular, we expect to test these training paths with groups of teachers that are homogeneous with respect to their formative needs. For example, we will take into account teacher, which have long lasting experience versus new in-service teachers, or teachers that have deep pedagogical-didactic previous competence versus teachers that have deep mathematic previous competence.

T4.4 Implementing of ground pilot training courses in schools
According to main obstacles, hindrances, misconceptions on formative assessment, identified by WP2 and WP3, each partner will define some pilot training courses for mathematical teacher training (at least one for each issue or problem or obstacle found). These paths will be realized based on the methodology of training multi-functional and multi-disciplinary described in the previous parts.
The aim of these teacher-training paths will be to foster among teachers a proper use of formative assessment (assessment for learning) in mathematics education.
External grounding of the pilot training courses in the associated schools is at the heart of the external justification of the project. The pilot training courses – together with the training model that has been defined – will be applied in different schools. Each course will be implemented by each partner of the consortium in collaboration with national associated partner schools. At the end of the activity a Guideline (D4.3) will be realized with the contribution of all project partner.