A protocol for analysing mathematics teacher educators' practices

Conference object English OPEN
Kuzle , Ana ; Biehler , Rolf (2015)
  • Publisher: HAL CCSD
  • Subject: [ MATH.MATH-HO ] Mathematics [math]/History and Overview [math.HO] | Mathematics teacher educators | training practices | professional development | [ SHS.EDU ] Humanities and Social Sciences/Education
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

International audience; Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse pra... View more
  • References (14)
    14 references, page 1 of 2

    Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning communities. Review of Research in Education, 24, 249-305.

    DZLM (2013). Theoretischer Rahmen des Deutschen Zentrums für Lehrerbildung Mathematik. Retrieved from http://www. dzlm.de/files/uploads/DZLM_Theorierahmen.pdf

    Elliot, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C., & KelleyPetersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60, 364-379.

    Gal, I. (2013). Mathematical skills beyond the school years: A view from adult skills surveys and adult learning. In A. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 31-46). Kiel, Germany: PME.

    Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development eefctive? Results from a national sample of teachers. American Educational Research Association, 38(4), 915-945.

    Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors aefcting the impact of professional development programs on teachers' knowledge, practice, student outcomes and efi - cacy. Education Policy Analysis Archives, 13(10), 1-28.

    Kramer, J., & Lange, T. (2014). Das Deutsche Zentrum für Lehrerbildung Mathematik (DZLM). In T. Wassong, D. Frischemeier, P. R. Fischer, R. Hochmuth, & P. Bender (Eds.), Mit Werkzeugen Mathematik und Stochastik lernen (pp. 487-497). Wiesbaden, Germany: Springer Spektrum.

    Kuzle, A., & Biehler, R. (2015). Examining mathematics mentor teachers' practices in professional development courses on teaching data analysis: implications for mentor teachers' programs. ZDM Mathematics Education, 47(1), 39-51. doi: 10.1007/s11858-014-0663-2.

    Lipowsky, F. (2004). Was macht Fortbildungen für Lehrkräfte erfolgreich? Die Deutsche Schule, 96(4), 462-479.

    Lipowsky, F., & Rzejak, D. (2012). Lehrerinnen und Lehrer als Lerner - Wann gelingt der Rollentausch? Schulpädagogik heute, 5(3), 1-17.

  • Metrics
    No metrics available
Share - Bookmark