Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

Abstract Various intervention programs for fostering at-risk students’ understanding of basic concepts (such as place value or meanings multiplication and division) have been developed evaluated. However, little is known about the teacher expertise required to enact these programs, how this can be promoted. The article suggests a conceptual model based on three recurrent jobs: (a) specify learning content (in concepts), (b) monitor progress concepts) (3) enhance (of concepts). Mastering jobs with productive teaching practices involves four orientations in particular (conceptual rather than procedural orientation, diagnostic syllabus-led communicative individualistic long-term short-term orientation) well detailed pedagogical categories unpacking relevant knowledge elements. paper reports professional development program Math which aims at promoting its evaluation using pre–post-design. For 95 participating teachers, specifying goals monitoring enhancing were captured self-reports situated vignette-based activities eliciting judgments. Teachers’ across different aspects their from beginning end 1-year PD reveals first quantitative evidence that was effective growth expertise. Whereas had substantially developed, enhancement hindered by persistent orientation.