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Beschreibung:
In this dissertation, the field of mathematics teacher professional development is explored both from a theoretical and an empirical perspective. First, an overview on the main theoretical areas is given that encompasses identifying the relevant variables and processes. Second, the focus of the empirical approach is to get insight into what makes professional development successful from a teacher's perspective. The initiative "Mathematics Done Differently" in Germany is presented, in whose context the data of the empirical study was gathered. Quantitative and qualitative data yielded several dimensions relevant for mathematics teacher professional development. The empirical findings led to postulating a model describing teachers' individual growth pathways and providing implications for constructing practices that are based on what teachers really need.