id: 06201493
dt: b
an: 2013e.00099
au: Krainer, Konrad (ed.); Wood, Terry (ed.)
ti: Participants in mathematics teacher education.
so: The International Handbook of Mathematics Teacher Education 3. Rotterdam:
Sense Publishers (ISBN 978-90-8790-548-4/hbk; 978-90-8790-547-7/pbk).
392~p. (2008).
py: 2008
pu: Rotterdam: Sense Publishers
la: EN
cc: A60 B50
ut: teacher education; professional development; reform initiatives;
face-to-face learning communities; virtual communities
ci:
li:
ab: Publisher’s description: This volume addresses the “who" question of
mathematics teacher education. The authors focus on the various kinds
of participants in mathematics teacher education, professional
development and reform initiatives. The volume consists of six
sections. The first two sections are on individual mathematics teachers
and teams of mathematics teachers as learners, both containing a
separate chapter dedicated to prospective and practising teachers. The
third section puts an emphasis on communities and networks of
mathematics teachers as learners. One chapter focuses on face-to-face
learning communities of prospective mathematics teachers, whereas
another chapter does the same for practising mathematics teachers. Two
further chapters in this section deal with virtual communities and
networks of prospective and practising mathematics teachers,
respectively. The fourth section shows a shift of focus to the
development of schools, regions and nations as a means of improving
mathematics teaching and learning. The fifth section puts an emphasis
on the use of action research in mathematics teacher education, on the
collaboration between teachers and didacticians, and on the mathematics
teaching profession in general. Lastly, the sixth section presents a
“critical response" to the whole volume from two specific
perspectives: One chapter sifts out interesting issues and indicates
the complexity and diversity of the field and the variety of
contributions, approaches, theoretical and practical stances in this
volume, and the last chapter offers a theoretical perspective on
fundamental problems in the context of investigating the communication
issues raised. These two chapters form a reflective closure of the
whole volume. The articles of this volume will not be indexed
individually.
rv: