Uniandes
Funes
Ministerio de Educacion
Funes

Professional knowledge of (prospective) Mathematics Teachers – Its structure and development

Kaiser, Gabriele; Blömeke, Sigrid; Busse, Andreas; Döhrmann, Martina; König, Johannes (2016). Professional knowledge of (prospective) Mathematics Teachers – Its structure and development. Cuadernos, 15, pp. 83-99 .

[img]
Vista Previa
PDF - Versión Publicada
Disponible bajo la licencia Creative Commons No Comercial Sin Derivar.

301Kb

URL Oficial: https://revistas.ucr.ac.cr/index.php/cifem

Resumen

Recent research on the professional knowledge of mathematics teachers, which has been carried out in the last decade, is in the focus of this paper. Building on the international IEA Teacher Education and Development Study – Learning to Teach Mathematics (TEDS-M), this paper describes a more situated way of evaluating the professional knowledge of teachers. The theoretical framework of the follow-up study of TEDS-M takes up the novice-expert framework andanalyses via video-based assessment instruments the structure and development of the professional knowledge of mathematics teachers. More recent concepts on noticing and interpreting classroom situations and students’ activities are also incorporated into the analysis. Connecting the results of the study TEDS-FU with the study TEDS-M gives insight into the development of the professional knowledge of mathematics teachers.

Tipo de Registro:Artículo
Términos clave:05. Profesor > Formación de profesores > Inicial
08. Evaluación > Funciones de la evaluación
05. Profesor > Formación de profesores > Continua-Permanente
05. Profesor > Desarrollo del profesor
Nivel Educativo:Título de grado universitario
Código ID:21552
Depositado Por:Monitor Funes 4
Depositado En:19 Ago 2020 18:40
Fecha de Modificación Más Reciente:20 Ago 2020 10:56
Valoración:

Personal del repositorio solamente: página de control del documento


Comentarios

Agregar Comentario