Building coherence in research on mathematics teacher characteristics by developing practice-based approaches.

Autor/inn/en	Thames, Mark; Van Zoest, Laura R.
Titel	Building coherence in research on mathematics teacher characteristics by developing practice-based approaches.
Quelle	In: ZDM : mathematics education, 45 (2013) 4, S. 583-594 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0491-9
Schlagwörter	Wissen; Forschung; Einstellung (Psy); Identität; Lehrer; Lehren; Praxis
Abstract	Scholars have debated which teacher characteristics are primary in determining teachers' practice. Some claim that identity is at the core of teachers' ways of being and acting; others argue that teachers' actions depend principally on their knowledge or beliefs. We argue that, whichever is examined, it is important to study how teachers use specific characteristics in their work, and how the work of teaching is shaped by that use. We claim that this can be done by addressing research questions about teacher characteristics in ways that provide insight into how they contribute to shaping interactions in classrooms - what we call a practice-based approach. To develop and illustrate our argument, we discuss studies that exemplify what we mean by a practice-based approach to the study of a teacher characteristic and we unpack ways in which these studies distinctively contribute to understanding and improving practice. Further, we explore ways in which the development of practice-based approaches might support coherence across efforts to study different characteristics and innovation in studies that consider the interplay of different teacher characteristics in teaching.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1