Learning to Be Teachers of Adult Numeracy

Autor/in	Loo, Sai
Titel	Learning to Be Teachers of Adult Numeracy
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 4, S.425-440 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Foreign Countries; Learning Processes; Education Courses; Numeracy; Preservice Teacher Education; Adult Education; Teacher Education Programs; Student Diversity; Teaching Methods; Learning Theories; Knowledge Level; Mathematics Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Fortbildungskurs; Rechenkompetenz; Lehramtsstudiengang; Lehrerausbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Wissensbasis; Mathematische Bildung
Abstract	This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post-compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications of Bernstein's theories to teacher education, the approaches in which the diversity of prospective teachers is catered for on the course, the ways in which the recontextualization process may be incorporated into the course, the strategies to enable prospective teachers to learn to be teachers and the perception of prospective teachers regarding the weaknesses of their courses. Finally, this article mentions additional areas for research in order to gain further insight into the complex process of learning to be a teacher. (Contains 1 figure and 1 table.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10