Combining the Development of Practice and the Practice of Development in Teacher Education

Autor/inn/en	Ball, Deborah Loewenberg; Sleep, Laurie; Boerst, Timothy A.; Bass, Hyman
Titel	Combining the Development of Practice and the Practice of Development in Teacher Education
Quelle	In: Elementary School Journal, 109 (2009) 5, S.458-474 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/596996
Schlagwörter	Preservice Teacher Education; Mathematics Teachers; Teacher Educators; Teaching Methods; Elementary School Teachers; Instructional Materials; Student Evaluation; Faculty Development; Education Courses; Knowledge Base for Teaching; Teacher Education Curriculum; Curriculum Development; Michigan + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Fortbildungskurs; Teaching theory; Theory of teaching; Unterrichtstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K-8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video records, instructional tasks, and assessments, as well as structures for collective work on our courses. These materials and ways of working comprise a collection of resources for both the systematic improvement of the knowledge base for teacher education and the professional development of teacher educators. This practice-based approach to the development of both our courses and their instructors has enabled us to improve professional instruction and to build knowledge that is useful beyond a particular course or the individuals who work in it. We begin by discussing 2 central problems of teacher education that our group has tried to address and then describe the types of materials and ways of working that we have developed. We analyze the features of the professional curriculum produced from this work, relate them to the problems, and consider issues about transferability to contexts beyond our own. (Contains 2 figures and 4 notes.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10