Initiating the development of a pre-service teacher training course based on research on students' digital resource and teaching designs

Edith Lindenbauer (1) , Zsolt Lavicza (1) , Robert Weinhandl (1)

1 JKU - University of Linz - Johannes Kepler Universität Linz

This paper reports an exploratory qualitative study conducted within the FLINK (German acronym for supporting learners for developing sustainable mathematics skills by using interactive materials) project in Austria. We present an overview of the study, its theoretical framework, initial findings from FLINK-based resource designs and the development of our TPACK-inspired professional development course focusing on assessing, designing, and implementing digital materials. Starting in the school year of 2021/22, all Austrian pupils in 5th and 6th grades will be equipped with digital devices. FLINK aims to support mathematics teachers in this digital transformation. In the pilot project, seven pre-service teachers participated in developing interactive, open-access learning and teaching resources for Austrian lower secondary mathematics courses, and initiated a design-based research project aiming to design a pre-service teacher training course within a masters program.

Mots clés: Professional development; digital materials; technology integration

Domaines: Mathématiques [math]

Edith Lindenbauer, Zsolt Lavicza, Robert Weinhandl. Initiating the development of a pre-service teacher training course based on research on students' digital resource and teaching designs. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03747531⟩