Learning and Development of Mathematics Teacher Educators
portes grátis
Learning and Development of Mathematics Teacher Educators
International Perspectives and Challenges
Goos, Merrilyn; Beswick, Kim
Springer Nature Switzerland AG
04/2022
455
Mole
Inglês
9783030624101
15 a 20 dias
741
Descrição não disponível.
Chapter 1. Introduction: The learning and development of mathematics teacher educators.- Part 1: The nature of mathematics teacher educator expertise.- Chapter 2. What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education.- Chapter 3. Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context.- Chapter 4. The research mathematicians in the classroom: How their practice has potential to foster student horizon.- Chapter 5. Pedagogical tasks towards extending mathematical knowledge: Notes on the work of teacher educators.- chapter 6. Characterisation of mathematics teacher educators' knowledge in terms of teachers' professional potential and challenging content for mathematics teachers.- Chapter 7. Learning to Teach Mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators.- Part 2. Learning and developing as a mathematics teacher educator.- Chapter 8. Supporting mathematics teacher educators' growth and development through communities of practice.- Chapter 9. Artifact-enhanced collegial inquiry: Making mathematics teacher educator practice visible.- Chapter 10. Working with awareness as mathematics teacher educators: Experiences to issues to actions.- Chapter 11. Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator.- Chapter 12. From researcher in pure mathematics to primary school mathematics teacher educator.- Chapter 13. Shaping our collective identity as mathematics teacher educators.- Chapter 14. The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.- Chapter 15. Mathematics teacher educators' learning in supporting teachers to link mathematics and workplace situations in classroom teaching.- Chapter 16.Mathematics teacher educators learn from dilemmas and tensions in teaching about/through culturally relevant pedagogy.- Chapter 17. Supporting mathematics teacher educators in China: Challenges and opportunities.- Part 3. Methodological challenges in researching mathematics teacher educator expertise, learning and development.- Chapter 18. What influences mathematics teacher educators' decisions in course design? Activity theory and professional capital as an investigative approach.- Chapter 19. Researching modelling by mathematics teacher educators: Shifting the focus onto teaching practices.- Chapter 20. Mathematics teacher educators within the new technological environments: Changing the perspective.- Part 4. Commentaries.- Chapter 21. Mathematics teacher educator knowledge for teaching teachers.- Chapter 22. Who are we as MTEs - How do we learn and develop?.
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Mathematics teacher education;Mathematics teacher educators;Mathematics teacher educator knowledge;Mathematics teacher educator beliefs;Mathematics teacher educator learning;Mathematics teacher educator development;Mathematics teacher education task design;Mathematics teacher educator cultural comparisons;Mathematics teacher educator identity;Mathematics teacher educator practices;Mathematics teacher education course design;Mathematicians as mathematics teacher educators;Activity theory and professional capital;Communities of practice among teachers;Mathematics teacher educators in China;Culturally relevant pedagogy;Narrative exploration of experiences of MTE;Learning and teaching across contexts;The Knowledge Quartet;learning and instruction
Chapter 1. Introduction: The learning and development of mathematics teacher educators.- Part 1: The nature of mathematics teacher educator expertise.- Chapter 2. What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education.- Chapter 3. Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context.- Chapter 4. The research mathematicians in the classroom: How their practice has potential to foster student horizon.- Chapter 5. Pedagogical tasks towards extending mathematical knowledge: Notes on the work of teacher educators.- chapter 6. Characterisation of mathematics teacher educators' knowledge in terms of teachers' professional potential and challenging content for mathematics teachers.- Chapter 7. Learning to Teach Mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators.- Part 2. Learning and developing as a mathematics teacher educator.- Chapter 8. Supporting mathematics teacher educators' growth and development through communities of practice.- Chapter 9. Artifact-enhanced collegial inquiry: Making mathematics teacher educator practice visible.- Chapter 10. Working with awareness as mathematics teacher educators: Experiences to issues to actions.- Chapter 11. Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator.- Chapter 12. From researcher in pure mathematics to primary school mathematics teacher educator.- Chapter 13. Shaping our collective identity as mathematics teacher educators.- Chapter 14. The influence of and interactions between different contexts in the learning and development of mathematics teacher educators.- Chapter 15. Mathematics teacher educators' learning in supporting teachers to link mathematics and workplace situations in classroom teaching.- Chapter 16.Mathematics teacher educators learn from dilemmas and tensions in teaching about/through culturally relevant pedagogy.- Chapter 17. Supporting mathematics teacher educators in China: Challenges and opportunities.- Part 3. Methodological challenges in researching mathematics teacher educator expertise, learning and development.- Chapter 18. What influences mathematics teacher educators' decisions in course design? Activity theory and professional capital as an investigative approach.- Chapter 19. Researching modelling by mathematics teacher educators: Shifting the focus onto teaching practices.- Chapter 20. Mathematics teacher educators within the new technological environments: Changing the perspective.- Part 4. Commentaries.- Chapter 21. Mathematics teacher educator knowledge for teaching teachers.- Chapter 22. Who are we as MTEs - How do we learn and develop?.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Mathematics teacher education;Mathematics teacher educators;Mathematics teacher educator knowledge;Mathematics teacher educator beliefs;Mathematics teacher educator learning;Mathematics teacher educator development;Mathematics teacher education task design;Mathematics teacher educator cultural comparisons;Mathematics teacher educator identity;Mathematics teacher educator practices;Mathematics teacher education course design;Mathematicians as mathematics teacher educators;Activity theory and professional capital;Communities of practice among teachers;Mathematics teacher educators in China;Culturally relevant pedagogy;Narrative exploration of experiences of MTE;Learning and teaching across contexts;The Knowledge Quartet;learning and instruction
