Abstract
In this paper, we report on the training practices
of 12 mathematics mentor teachers who developed and
implemented five short professional development courses
after participating in a 5-month continuous professional
development course “Competence-oriented teaching and
learning of data analysis.” The intention of this course was
to deepen their professional knowledge of teaching statistics
using digital tools, and to develop their competences
and knowledge for developing and implementing their own
professional development courses in statistics. Here, we
explore how the professional program itself is reflected in
the short courses they designed and implemented. Although
the sample is very small, the cases allow for interesting
insights into their training practices and challenges that
seem to have a major impact on the quality of their professional
development courses. On this basis we offer suggestions
for how continuous professional development courses
for mathematics mentor teachers might be designed to support
their diverse needs in the professional development
system.
