Professional knowledge of (prospective) Mathematics Teachers – Its structure and development
Tipo de documento
Lista de autores
Kaiser, Gabriele, Blömeke, Sigrid, Busse, Andreas, Döhrmann, Martina y König, Johannes
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.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Continua | Desarrollo del profesor | Inicial | Tipos de evaluación
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
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