Teaching Teachers to Teach Boris: A Framework for Mathematics Teacher Educator Pedagogical Content Knowledge

Autor/inn/en	Chick, Helen; Beswick, Kim
Titel	Teaching Teachers to Teach Boris: A Framework for Mathematics Teacher Educator Pedagogical Content Knowledge
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 5, S.475-499 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chick, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9362-y
Schlagwörter	Mathematics Teachers; Teacher Educators; Pedagogical Content Knowledge; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Lehramtsstudiengang
Abstract	The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs' PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework's usefulness is examined by studying the PCK used by the first author in building PSTs' understanding of mathematics teacher PCK. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01