The Learning and development of mathematics teacher educators. International perspectives and challenges.

Sonst. Personen	Goos, Merrylin (Hrsg.); Beswick, Kim (Hrsg.)
Titel	The Learning and development of mathematics teacher educators. International perspectives and challenges.
Quelle	Cham, Switzerland: Springer (2021), xxvii, 455 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Research in mathematics education
Beigaben	Illustrationen; farbige Illustrationen 22
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-62407-1; 978-3-030-62408-8; 978-3-030-62409-5; 978-3-030-62410-1
DOI	10.1007/978-3-030-62408-8
Schlagwörter	Empirische Forschung; Einstellung (Psy); Digitale Medien; Medieneinsatz; Grundschule; Sekundarbereich; Lehrer; Lehrerausbildung; Interaktion; Fachwissen; Lernumgebung; Forschendes Lernen; Mathematikunterricht; Mathematisches Denken; Überzeugung; Hochschullehrer; Internationaler Vergleich; Einflussfaktor; Qualität; Ausbilder; Mentor
Abstract	Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1