Training Teachers to Teach Probability
In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada, in courses directed to primary and secondary school teachers as well as in an optional course on Didactics of Statistics, which is included in the Major in Statistical Sciences and Techniques course since 1996. The aim is encouraging other colleagues to organize similar courses at their universities, either as part of their official programs or in their postgraduate training.[1]
Training teachers to ask questions
One of the main forms of interaction between the language teacher and the learner is through questions. This article describes an approach to helping trainee teachers ask questions effectively. The approach is based on a method of categorizing questions which is intended not only to show the main options in a systematic way, but also to lead naturally towards a consciousness-raising discussion of important aspects of teacher–learner interaction in general.[2]
ASSESSING AND TRAINING TEACHERS IN THE GENERAUZED USE OF BEHAVIOR MODIFICATION WITH AUTISTIC CHILDREN
This study investigated the feasibility of developing reliable, valid criteria for measuring and training the skills necessary to teach autistic children. The behaviors of 11 teachers and 12 autistic children were recorded in a series of different teaching situations. Teacher-training was initiated at different times for different teachers. The results showed: (1) it was possible to assess empirically whether a teacher was correctly using defined behavior-modification techniques; (2) generally, for any given session, systematic improvement in the child’s behavior did not occur unless the teacher working in that session had been trained to use the techniques to a high criterion; (3) all 11 teachers were rapidly trained to use these techniques; and (4) the teachers learned generalized skills effective with a variety of children and target behaviors.[3]
Fundamental Statistical Ideas in the School Curriculum and in Training Teachers
This chapter considers several perspectives on approaches to teaching statistics and summarises some of the literature related to these perspectives, in particular looking at the relationship between probability and statistics. Adapting criteria from the literature, each perspective is examined to identify statistical ideas that seem to be fundamental for understanding and being able to use statistics in the workplace, in personal lives, and as citizens. The chapter next considers the possible tensions between mathematics and statistics in the way each discipline approaches these fundamental ideas and finishes with implications for training teachers.[4]
Training Teachers on the Job : What Works and How to Measure It
A significant body of research demonstrates that teachers and the quality of their teaching are crucial components of student learning. Many teachers in resource-poor environments have limited knowledge, skills, or motivation. Some impact evaluations have shown promising results from interventions to improve the quality of teaching. This paper reviews the existing body of evidence on what kinds of in-service teacher training interventions are most effective, and highlights the knowledge gaps. It reveals the dearth of detail on the nature of teacher training interventions and proposes a standard set of indicators — the In-Service Teacher Training Survey Instrument—for reporting on such programs as a prerequisite for understanding which interventions lead to improved student learning. Across a set of 26 programs with impact evaluations and student learning results, programs that provide complementary materials, focus on a specific subject, and include follow-up visits tend to show higher gains. Programs that use non-education professionals as trainers tend to have worse outcomes. Statistical power to identify these effects is limited, and use of these standard indicators in future impact evaluations will facilitate more precise inference.[5]
Reference
[1] Batanero, C., Godino, J.D. and Roa, R., 2004. Training teachers to teach probability. Journal of statistics Education, 12(1).
[2] Thompson, G., 1997. Training teachers to ask questions. ELT journal, 51(2), pp.99-105.
[3] Koegel, R.L., Russo, D.C. and Rincover, A., 1977. ASSESSING AND TRAINING TEACHERS IN THE GENERAUZED USE OF BEHAVIOR MODIFICATION WITH AUTISTIC CHILDREN 1. Journal of Applied Behavior Analysis, 10(2), pp.197-205.
[4] Burrill, G. and Biehler, R., 2011. Fundamental statistical ideas in the school curriculum and in training teachers. In Teaching statistics in school mathematics-Challenges for teaching and teacher education (pp. 57-69). Springer, Dordrecht.
[5] Popova, A., Evans, D.K. and Arancibia, V., 2016. Training teachers on the job.
