Konrad Krainer

Konrad Krainer
Alpen-Adria-Universität Klagenfurt · Institute of Instructional and School Development

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About

182
Publications
18,461
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Introduction
Konrad Krainer works at the Institute of Instructional and School Development, Alpen-Adria-Universität Klagenfurt. Konrad does research in Mathematics Education and Teacher Education. One major focus is scaling up innovations in Mathematics and Science teaching. Konrad links teachers' Continuous Professional Development with School Development and Educational Reform and investigates its impact. His largest current project is 'IMST - Innovations Make Schools Top.'
Additional affiliations
January 2002 - January 2016
Alpen-Adria-Universität Klagenfurt
Position
  • Professor (Full)

Publications

Publications (182)
Article
Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was perfo...
Article
Full-text available
In the introduction, four combinations of individual stakeholders are regarded as an example of a starting point for sketching the manifold contexts and challenges of implementation. Then, the advantages and disadvantages of the technical rationality and the reflective rationality approach are described. Based on that, a societal rationality approa...
Article
Full-text available
The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in coll...
Article
Full-text available
This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development...
Conference Paper
Full-text available
Initiatives with teachers of mathematics working and learning in collaborative groups show a huge diversity of roles, identities and interactions. This makes it difficult to get an insightful overview of this diversity, to compare initiatives or to grasp the specificity of individual initiatives. In this contribution we selected seven recent articl...
Article
Full-text available
Scaling up educational innovations is a complex endeavour. It often fails or is only successful to a limited extent. More knowledge is therefore needed about the factors that lead to successful scaling up and about the challenges in doing so. The factors fostering the scaling up of educational innovations depend on the level where innovations are e...
Conference Paper
The general aim of the panel was to offer a reflection on the genesis and the contribution of the European Society for Research in Mathematics Education (ERME) to research in mathematics education, regarding its past, present and future. After a short introduction, the panel focused on three topics: The ERME society, presenting a historical and pre...
Chapter
Aufgrund des schlechten Abschneidens Österreichs bei den Sekundarstufe II-Testleistungen bei TIMSS 1995 hat das für Bildung zuständige Ministerium 1998 das Analyseprojekt Innovations in Mathematics and Science Teaching (IMST 1998-1999) in Auftrag gegeben. Dieses hat die Ursachen für das schlechte Abschneiden analysiert und zu einem Entwicklungsproj...
Chapter
We present an action research project of a young secondary mathematics teacher introducing the “flipped classroom” approach into her teaching. The project was implemented and evaluated within the context of a larger initiative where teachers were supported by experienced teacher educators. During the project, the issue of language arose. The poster...
Chapter
Der Beitrag geht der Frage nach, welche Entwicklungen sich im Zeitraum 1983-2017, also in den letzten 35 Jahren, im Bereich der Fachdidaktik und des Unterrichts in Mathematik und Naturwissenschaften in Österreich ergeben haben. Seit 2009 gibt es in Drei-Jahres-Abständen jeweils einen Nationalen Bildungsbericht Österreich, der in allen bisherigen dr...
Book
Das Buch enthält aktuelle Analysen von „Baustellen“ des österreichischen Bildungswesens. Es ist in drei Abschnitte gegliedert: Unterricht und Schule, Lehrer/innenbildung und Schulentwicklung sowie Schule und Gesellschaft. Mit Beiträgen von Herbert Altrichter, Irina Andreitz, Gertraud Benke, Julia Bock-Schappelwein, Klaus-Börge Boeckmann, Stefan Bra...
Article
Der Nationale Bildungsbericht (NBB) ist – neben der Teilnahme an internationalen Vergleichsuntersuchungen und einer umfassenden Bildungsstatistik – eine zentrale Komponente des Qualitätssicherungssystems im österreichischen Schulwesen. Seine Erstellung ist als eine Kernaufgabe des 2008 gegründeten Bundesinstituts für Bildungsforschung, Innovation &...
Chapter
Chinese students’ good performance in mathematics PISA 2012 (Programme for International Student Assessment; OECD, 2013) is a phenomenon that attracted increasing interest world-wide. The reasons for these good results are mainifold and complex. Among others, they include sociocultural aspects (high societal importance dedicated to performance and...
Chapter
In der folgenden Zusammenfassung wird versucht, die Herangehensweise der Autorinnen und Autoren an die Themen zu charakterisieren, wesentliche Aussagen zur Ist-Situation wiederzugeben und wichtige Handlungsoptionen zu referieren.
Book
Full-text available
Der NBB erscheint seit dem Jahr 2009 im Dreijahresrhythmus, der NBB 2015 ist somit die dritte Ausgabe seiner Art. In Aufbau und Konzeption folgt er im Wesentlichen den vorangegangenen Ausgaben und besteht somit aus einem Band 1 ("Das Schulsystem im Spiegel von Daten und Indikatoren") und einem Band 2 ("Fokussierte Analysen bildungspolitischer Schwe...
Chapter
This book is a valuable effort to deal with a grand challenge facing our world, namely that our cultures become more and more heterogeneous, in particular through increasing worldwide immigration. This growing diversity has a deep impact on our society in general. Of course, this also influences our education system, and shapes new general conditio...
Article
This paper focuses on commonalities and differences of three approaches to large-scale professional development (PD) in mathematics education, based on two studies from Germany and one from the United States of America. All three initiatives break new ground in improving PD targeted at educating “multipliers,” and in all three cases specific design...
Chapter
Full-text available
Until the last decade, international comparative studies in mathematics education focused primarily on the knowledge and beliefs of school students. Recently, the focus has shifted towards research on teachers and teacher education. The Teacher Education and Development Study in Mathematics (TEDS-M) is the first international large-scale study abou...
Chapter
1. Introduction; 2. WHAT does scaling up (with multipliers) mean? 3. WHY is scaling up (NOW) so important? 4. Scaling up as “knowledge transfer”? Three approaches 5. Some remarks on sustainability 6. Experiences from PFL 7. Experiences from IMST; Acknowledgements; References
Article
Full-text available
In this paper, we will present an elaborate example of what can happen, if you give educational stakeholders a chance to participate and even more instigate change processes in a supportive environment. We report on experiences from the Austrian IMST (Innovations Make Schools Top) project. © The Author(s) & Dept. of Mathematical Sciences-The Univer...
Article
This paper states three claims dealing with the relationship between mathematics education researchers and mathematics teachers: (1) Mathematics education research is a highly diverse field; (2) Teachers have various roles as stakeholders in mathematics education research; (3) Regarding teachers as stakeholders in mathematics education research aff...
Article
Full-text available
International comparative studies such as TIMSS and PISA have had a considerable influence on the national educational policy in many countries. In Austria, as a reaction to the disappointing TIMSS 1995 results at the upper secondary level, a national initiative with the aim to foster mathematics and science education was launched in 1998: the IMST...
Chapter
Teachers are regarded as having a major role in the development of mathematics teaching and students’ learning. Nevertheless, in much mathematics education research, teachers are viewed as recipients, and sometimes even as means to generate or disseminate knowledge, thus conserving a distinctive gap between research and practice. The theme of this...
Chapter
Full-text available
The question of how to effectively promote mathematics teachers’ professional development is of great interest and is being discussed in various papers (e.g., Krainer & Zehetmeier, 2008; Loucks-Horsley, Stiles, & Hewson, 1996; Maldonado, 2002; Sowder, 2007; Zehetmeier, 2010; Zehetmeier & Krainer, 2011). In this context, the question of sustainabili...
Chapter
Full-text available
Der folgende Beitrag räumt zunächst mit der Vorstellung auf, das Unterrichten von Mathematik wäre eine einfache Angelegenheit (und erfordere im Wesentlichen nur fachliches Know-how). Das Lehren und Lernen von Mathematik ist jedoch ein komplexer Prozess, das Erforschen desselben nicht minder. Die Komplexität wird noch gesteigert, da es einerseits ei...
Article
Full-text available
One of the goals of teaching mathematics is to commu- nicate the purpose and nature of mathematical proof. Jahnke (2008) pointed out that, in everyday thinking, the domain of objects to which a general statement refers is not completely and definitely determined. Thus the very notion of a “universally valid statement” is not as obvi- ous as it...
Chapter
Full-text available
The article examines the effects of teacher professional development, which follows a research-based learning approach focused on “action research” (Altrichter, Feldman, Posch & Somekh 2007). Using integrated research methods, the study examines the extent to which the four-semester university programme, “Pedagogy and Subject Didactics for Teachers...
Article
Full-text available
This paper deals with the sustainable effectiveness of professional development programmes. Based on a review of literature and research findings, the following questions are raised: What is regarded as an effective way of promoting mathematics teachers’ sustainable professional development? Which levels of impacts are aimed at? What are the factor...
Chapter
In the last 20. years, there have been three common trends in the literature on the education of mathematics teachers: (1) the increasing attention of teacher educators and researchers to the social dimension, (2) attention to teachers' reflections, and (3) to the general conditions of teacher education. These trends define challenges for the futur...
Chapter
Der Beitrag greift eine Verbindung zwischen zwei Themen auf, zu welchen ich mit Rudolf Messner immer wieder die Freude zu diskutieren hatte, nämlich Schule und Mathematikunterricht. Den Ausgangspunkt bildet die Metapher „Schule als Insel“, die zu einer kritischen (auch historisch interessanten) Auseinandersetzung einlädt.
Article
Journal: IMST Newsletter
Article
Following the poor results of Austrian high school students in the TIMSS achievement test, a research project was set up in which the results were analysed and additional investigations into the situation of mathematics and science teaching were started. As a consequence, the initiative IMST² was launched to support teachers' efforts in raising the...
Chapter
Der Beitrag beschreibt zunächst die Genese des Lehrgangs und gibt einen Einblick in die konkrete Arbeit des Moduls Fachdidaktik. Es wird erörtert, wie das Spannungsfeld "Bildungsstandards - Korsett oder Katalysator" im Lehrgang aus der Sicht der Fächer Deutsch, Mathematik und Naturwissenschaften bearbeitet wird. Eingeleitet wird dies jeweils mit ei...
Chapter
The major sources of this contribution are recent analyses on research in the field of mathematics teacher education, papers written in the Journal of Mathematics Teacher Education (JMTE) and various books and proceedings focussing on mathematics teacher education. Firstly, main features of mathematics teacher education as an emerging field of prac...
Chapter
Das schlechte Abschneiden bei TIMSS führte in Deutschland und Österreich zum Start zweier größerer Programme im Bereich des Mathematik- und Naturwissenschaftsunterrichts der Sekundarstufe. Während das deutsche Modellversuchsprogramm SINUS (1998-2003) vor allem auf eine Steigerung der Effizienz des mathematisch-naturwissenschaftlichen Unterrichts au...
Chapter
Die Zielgruppe des viersemestrigen Lehrgangs „Fachbezogenes Bildungsmanagement“ (2006-2008) in Österreich sind Deutsch-, Mathematik- und Naturwissenschaftslehrer/innen der Sekundarstufe I. Sie sollen in ihren Bundesländern unter anderem Prozesse initiieren und unterstützen, die dazu beitragen, den Unterricht in den einzelnen Fächern und fächerüberg...
Chapter
In diesem Beitrag wird der Begriff „Fachbezogene Schulentwicklung“ im Kontext des österreichischen Projekts IMST (Innovations in Mathematics, Science and Technology Teaching) umrissen. Es werden Wirkungen von IMST auf verschiedenen Ebenen des Bildungssystems untersucht.
Article
Journal: Journal für Schulentwicklung

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