Professional Development and Knowledge of Mathematics Teachers
Despre această carte electronică
Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers’ professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors:
- The study of mathematics teaching and classroom situations
- Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly
- Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning
Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.
Despre autor
Stefan Zehetmeier is an associate professor at University of Klagenfurt, Austria. He holds a PhD in education and a habilitation in teacher education. His research interests include mathematics teacher education, school development and action research.
Despina Potari is a professor of mathematics education at the National and Kapodostrian University of Athens, Greece, and currently a visiting professor at Linnaeus University in Sweden. Her research interest is mainly on the development of mathematics teaching and teacher development.
Miguel Ribeiro is an associate professor at State University of Campinas – UNICAMP, Brazil. His research interests include teachers’ knowledge and practices, teacher professional development and tasks for teacher education.
