Mathematik-Fortbildungen in Präsenz und digital: Strukturierung, effektive Fortbildungsbestandteile und verwendete Moderationsstrategien durch Fortbildner:innen-Tandems

This article qualitatively examines professional development (PD) courses on the diagnosis and enhancement of basic concepts that were conducted by two tandems of facilitators in in-person and digital formats. The structuring and features of effective PD are analyzed, and the facilitation moves used by the facilitators are reconstructed. Eight videotaped PD sessions comprise the data, which begin at the start of the PD series and are dedicated to understanding multiplication, addition and subtraction. The results largely support previous research on in-person and online PD, which found no clear differences between these formats. For example, although there are differences in the features of effective PD courses and the moderation strategies used - such as a higher proportion of support from the facilitators or the request for teacher contributions in the digital format - these do not prove to be consistent across all the PD courses. With regard to the structuring of the courses, however, there is a tendency for the digital format to leave less time for the implementation of activities and discussions and more time for technical explanations. The results provide hints how content PD facilitators need to be prepared for the digital format.