Exploring the Mathematical Knowledge Needed for Teaching Teachers

Autor/inn/en	Castro Superfine, Alison; Li, Wenjuan
Titel	Exploring the Mathematical Knowledge Needed for Teaching Teachers
Quelle	In: Journal of Teacher Education, 65 (2014) 4, S.303-314 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487114534265
Schlagwörter	Knowledge Base for Teaching; Teacher Educators; Teacher Educator Education; Teacher Education Curriculum; Preservice Teacher Education; Mathematics Skills; Mathematics Teachers; Mathematics Instruction; Mathematics Education; Educational Practices; Teaching Styles; Educational Needs; Multimedia Materials; Databases; Error Correction; Theory Practice Relationship; Praxis; Elementary School Curriculum + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Bildungspraxis; Lehrstil; Unterrichtsstil; Educational need; Bildungsbedarf; Datenbank; Korrektur; Theorie-Praxis-Beziehung
Abstract	The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five iterations of a content course for preservice teachers, the authors illustrate different forms of knowledge observed across different mathematics teacher educators' practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. Finally, the authors discuss how the process used in this study can identify potential components of a knowledge base for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10