CLASSROOM INTERVENTION AFTER TEACHERS’ PEDAGOGICAL AND CONTENT KNOWLEDGE OF STATISTICS THROUGH DISTANCE LEARNINGEfi Paparistodemou and Maria Meletiou-Mavrotheris
Efstathios Mavrotheris
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Recognizing teachers’ ongoing professional development and learning as a linchpin of instructional innovation and success for their students, the paper presents an EU-funded project that exploits the affordances offered by ODL technologies to help improve the quality of statistics instruction offered in European schools. Twelve in-service teachers participated in the course, originating from three of the partner countries — Cyprus, Spain and Greece. Participating teachers developed and delivered teaching episodes integrating the use of the course tools and resources provided to them. In the paper, firstly, we describe the pedagogical and didactical approach underlying EarlyStatistics and the course content and structure. Moreover, the feedback from the target user groups from all partner countries, as well as from the external experts regarding the project content, services, and didactical approaches was generally very positive. In this paper we present teacher’s opinion of the program from the pilot delivery of the course and the follow-up classroom intervention. |
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