Literaturnachweis - Detailanzeige
Autor/inn/en | Wu, Yingkang; Hwang, Stephen; Cai, Jinfa |
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Titel | Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses |
Quelle | In: International Journal of Science and Mathematics Education, 15 (2017) 7, S.1365-1384 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-016-9752-8 |
Schlagwörter | Mathematics Teachers; Foreign Countries; Secondary School Teachers; Teacher Education Programs; Mathematics Instruction; Program Content; Problem Solving; Teacher Educators; College Faculty; Faculty Workload; Teacher Attitudes; Student Teachers; Teacher Role; China Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Mathematics lessons; Mathematikunterricht; Programmgestaltung; Problemlösen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle |
Abstract | In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching mathematical problem-solving courses. This finding reflects a key difference between the content, goals, and teaching demands of these 2 elements of mathematics teacher education programs (acting in the role of an MTE versus the role of a mathematics teacher). In this study, we also analyzed the strategies that MTEs use to deal with the challenges that arise in their work and the suggestions they have for the training of future MTEs. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |