Professional development and knowledge of mathematics teachers.

Sonst. Personen	Zehetmeier, Stefan (Hrsg.); Potari, Despina (Hrsg.); Ribeiro, Miguel (Hrsg.)
Titel	Professional development and knowledge of mathematics teachers.
Quelle	London; New York, NY: Routledge (2021), xi, 194 S.Verfügbarkeit
Reihe	European research in mathematics education
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-367-44240-8; 978-0-367-44241-5; 9781003008460
Schlagwörter	Denkerziehung; Kompetenzerwerb; Digitale Medien; Algebra; Lehrer; Lernen; Mathematikunterricht; Professionalisierung; Computerunterstützter Unterricht; Schülerorientierter Unterricht; Lerntheorie; Fachdidaktik; Denkerziehung; Instruktion; Fachwissen; Lehr-Lern-Forschung; Lehrer; Lehrerausbildung; Fachwissen; Lehr-Lern-Forschung; Lernen; Lernprozess; Lerntheorie; Lernumgebung; Schülerorientierter Unterricht; Computerunterstützter Unterricht; Fachdidaktik; Algebra; Mathematikunterricht; Mathematisches Denken; Berufliche Kompetenz; Professionalisierung; Instruktion
Abstract	Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry. This book 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 brooder 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: (a) The study of mathematics teaching and classroom situations, (b) Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly, (c) Mathematics teacher education and professional development, focusing an design principles and the impact they have on teacher professional learning. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4