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The Professional Education and Development of Teachers of Mathematics
Practising Mathematics Teacher Education: Expanding The Realm of Possibilities
other
Author(s):
Uwe Gellert
,
S. Amato
,
M. Bairral
,
L. Zanette
,
I. Bloch
,
G. Gadanidis
,
I. Namukasa
,
G. Krummheuer
,
B. Grevholm
,
C. Bergsten
,
D. Miller
,
A. Peter-Koop
,
B. Wollring
,
J. Proulx
,
L. M. Rosu
,
B. Arvold
,
N. Sayac
Publication date
(Print):
2009
Publisher:
Springer US
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On the ethnography of cooperative work
Arne Raeithel
(2012)
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Educating New Mathematics Teachers: Integrating Theory and Practice, and the Roles of Practising Teachers
Barbara Jaworski
,
Uwe Gellert
(2003)
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Enhancing Reasoning Attitudes Of Prospective Elementary School Mathematics Teachers
Dvora Peretz
(2006)
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Book Chapter
Publication date (Print):
2009
Pages
: 35-55
DOI:
10.1007/978-0-387-09601-8_5
SO-VID:
280304e5-1bc5-43e7-9e0e-1e0889dba032
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Book chapters
pp. 1
Setting the Stage for the ICMI Study on the Professional Education and Development of Teachers of Mathematics
pp. 13
The Preparation of Teachers
pp. 15
Overview of Teacher Education Systems Across the World
pp. 25
Components of Mathematics Teacher Training
pp. 35
Practising Mathematics Teacher Education: Expanding The Realm of Possibilities
pp. 57
Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme
pp. 71
Student Teachers’ Experiences and Early Years of Teaching
pp. 73
Studying Student Teachers’ Voices and Their Beliefs and Attitudes
pp. 83
School Experience During Pre-Service Teacher Education from the Students’ Perspective
pp. 93
Chapter 1.2.3
pp. 103
Mathematics EducatorS’ Activities and Knowledge
pp. 105
Mathematics Educators’ Knowledge and Development
pp. 113
Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States
pp. 121
Educators Reflecting on (Researching) Their Own Practice
pp. 127
Educators and the Teacher Training Context
pp. 135
Initial Mathematics Teacher Education: Comments and Reflections
pp. 139
Initial Mathematics Teacher Education: Comments and Reflections
pp. 149
Development of Teaching in and from Practice
pp. 167
Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice
pp. 185
Tools and Settings Supporting Mathematics Teachers’ Learning in and from Practice
pp. 211
The Balance of Teacher Knowledge: Mathematics and Pedagogy
pp. 227
Learning in and from Practice: Comments and Reflections
pp. 231
Established Boundaries? A Personal Response to Learning in and from Practice
pp. 239
Some Reflections on Education, Mathematics, and Mathematics Education
pp. 245
Toward a More Complete Understanding of Practice-Based Professional Development for Mathematics Teachers
pp. 249
Public Writing in the Field of Mathematics Teacher Education
pp. 255
Strengthening Practice in and Research on the Professional Education and Development of Teachers of Mathematics: Next Steps
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