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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. En Ruiz, Angel (Ed.), Cuadernos de Investigación y Formación en Educación Matemática (pp. 83-99). Costa Rica: Universidad de Costa Rica.

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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 and analyses 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:Contribución a Actas de Congreso
Términos clave:06. Aprendizaje > Cognición > Conocimiento
05. Profesor > El papel del profesor
05. Profesor > Formación de profesores
Nivel Educativo:Título de grado universitario
Código ID:9441
Depositado Por:Cristian Camacho
Depositado En:10 Nov 2017 20:47
Fecha de Modificación Más Reciente:10 Nov 2017 20:47
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Personal del repositorio solamente: página de control del documento


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