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

 

Authors
Kaiser, Gabriele; Blömeke, Sigrid; Busse, Andreas; Döhrmann, Martina; König, Johannes
Format
Article
Status
publishedVersion
Description

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.

Publication Year
2016
Language
spa
Topic
Empirical studies
international comparative studies
teacher education
Fuente
Portal de Revistas UCR
Get full text
https://revistas.ucr.ac.cr/index.php/cifem/article/view/23941
Derechos
openAccess
Licencia
Derechos de autor 2016 Cuadernos de Investigación y Formación en Educación Matemática