Literaturnachweis - Detailanzeige
| Autor/inn/en | Anthony, Glenda; Averill, Robin; Drake, Michael |
|---|---|
| Titel | Occasioning Teacher-Educators' Learning through Practice-Based Teacher Education |
| Quelle | In: Mathematics Teacher Education and Development, 20 (2018) 3, S.4-19 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1442-3901 |
| Schlagwörter | Teacher Educators; Teacher Education Programs; Teaching Methods; Mathematics Instruction; Experiential Learning; Faculty Development; Drills (Practice); Coaching (Performance); Communities of Practice; Program Effectiveness; Preservice Teachers; Foreign Countries; New Zealand |
| Abstract | In looking for further understanding of how teacher-educators enhance their professional knowledge and expertise, this paper explores how involvement in a design-based study focused on implementing pedagogies of practice occasioned learning. Driven by our desire to prepare beginning teachers to do the work of ambitious mathematics teaching, we explore the affordances and constraints when learning to implement cycles of enactment and investigation of public rehearsals within methods and school-based settings. The opening of practice-based spaces, involving rehearsals of practice-based mathematical activities, supported learning from, and with, our colleagues and prospective teachers. Collectively, collaboration and inquiry within practice-based settings occasioned new possibilities of being a teacher-educator; possibilities that are more inclusive and responsive to the diversity of our prospective teachers' learning and to that of the students they will teach. (As Provided). |
| Anmerkungen | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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