The Learning and Development of Mathematics Teacher Educators International Perspectives and Challenges /
| Autor corporatiu: | |
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| Altres autors: | , |
| Sumari: | XXVII, 455 p. 44 illus., 22 illus. in color. text |
| Idioma: | anglès |
| Publicat: |
Cham :
Springer International Publishing : Imprint: Springer,
2021.
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| Edició: | 1st ed. 2021. |
| Col·lecció: | Research in Mathematics Education,
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| Matèries: | |
| Accés en línia: | https://doi.org/10.1007/978-3-030-62408-8 |
| Format: | Electrònic eBook |
Taula de continguts:
- Chapter 1. Introduction: The learning and development of mathematics teacher educators
- Part 1: The nature of mathematics teacher educator expertise
- Chapter 2. What do mathematics teacher educators need to know? Reflections emerging from the content of mathematics teacher education
- Chapter 3. Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context
- Chapter 4. The research mathematicians in the classroom: How their practice has potential to foster student horizon
- Chapter 5. Pedagogical tasks towards extending mathematical knowledge: Notes on the work of teacher educators
- chapter 6. Characterisation of mathematics teacher educators’ knowledge in terms of teachers’ professional potential and challenging content for mathematics teachers
- Chapter 7. Learning to Teach Mathematics: How secondary prospective teachers describe the different beliefs and practices of their mathematics teacher educators
- Part 2. Learning and developing as a mathematics teacher educator
- Chapter 8. Supporting mathematics teacher educators’ growth and development through communities of practice
- Chapter 9. Artifact-enhanced collegial inquiry: Making mathematics teacher educator practice visible
- Chapter 10. Working with awareness as mathematics teacher educators: Experiences to issues to actions
- Chapter 11. Mapping the territory: Using second-person interviewing techniques to narratively explore the lived experience of becoming a mathematics teacher educator
- Chapter 12. From researcher in pure mathematics to primary school mathematics teacher educator
- Chapter 13. Shaping our collective identity as mathematics teacher educators
- Chapter 14. The influence of and interactions between different contexts in the learning and development of mathematics teacher educators
- Chapter 15. Mathematics teacher educators’ learning in supporting teachers to link mathematics and workplace situations in classroom teaching
- Chapter 16.Mathematics teacher educators learn from dilemmas and tensions in teaching about/through culturally relevant pedagogy
- Chapter 17. Supporting mathematics teacher educators in China: Challenges and opportunities
- Part 3. Methodological challenges in researching mathematics teacher educator expertise, learning and development
- Chapter 18. What influences mathematics teacher educators’ decisions in course design? Activity theory and professional capital as an investigative approach
- Chapter 19. Researching modelling by mathematics teacher educators: Shifting the focus onto teaching practices
- Chapter 20. Mathematics teacher educators within the new technological environments: Changing the perspective
- Part 4. Commentaries
- Chapter 21. Mathematics teacher educator knowledge for teaching teachers
- Chapter 22. Who are we as MTEs – How do we learn and develop?.