id: 06117488
dt: a
an: 2013a.00128
au: White, Allan Leslie; Jaworski, Barbara; Agudelo-Valderrama, Cecilia; Gooya,
    Zahra
ti: Teachers learning from teachers.
so: Clements, M. A. (ed.) et al., Third international handbook of mathematics
    education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk;
    978-1-4614-4684-2/ebook). Springer International Handbooks of Education
    27, 393-430 (2013).
py: 2013
pu: Berlin: Springer
la: EN
cc: B50 C79 C69
ut: teacher education; subject matter knowledge; pedagogical content knowledge;
    mathematical knowledge for teaching; socio-political influences;
    preservice teachers; teacher educators
ci: 
li: doi:10.1007/978-1-4614-4684-2_13
ab: Summary: There is much debate within mathematics teacher education over
    ways in which professional and academic foci could be made to
    complement each other. On the one hand, teachers’ craft knowledge is
    emphasized, mainly as this relates to the particular and local level of
    teaching; on the other hand, the importance of academic subject
    knowledge cannot be denied. In this chapter the focus will be on how to
    blend and balance the two through activities in which teachers learn
    from other teachers, particularly the co-learning of teachers and
    teacher educators. It will discuss professional relationships,
    reflective practice, community building, and research in practice.
    Examples of research-based programs involving lesson study (LS) and the
    learner’s perspective study (LPS) have moved the relevant research in
    this area to yet another level, in which theory and practice are
    combined. Projects such as these and others from diverse parts of the
    world will be presented and discussed.
rv: