scholarly journals Research on teaching practice in a Portuguese initial secondary mathematics teacher education program

ZDM ◽  
2017 ◽  
Vol 49 (2) ◽  
pp. 291-303 ◽  
Author(s):  
João Pedro da Ponte ◽  
Leonor Santos ◽  
Hélia Oliveira ◽  
Ana Henriques
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Mathematics Teacher ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Research On Teaching ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

Results of A Questionnaire on Secondary Mathematics Teacher-Education Programs

1979 ◽  
Vol 72 (7) ◽  
pp. 530-536
Author(s):  
Cherie Adler Aviv ◽  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Status ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

Competency Identification and Assessment in Mathematics Teacher Education: Some Issues

1979 ◽  
Vol 72 (8) ◽  
pp. 571-579
Author(s):  
Margaret A. Farrell
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Competency Based

Some good suggestions on how a competency-based teacher-education program might focus on nontrivial tasks and measure them in ways that are not merely based on checklists.

Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

2017 ◽  
Vol 87 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Amanda Jansen ◽  
Dawn Berk ◽  
Erin Meikle
Keyword(s):  
Teacher Education ◽  
Instructional Practices ◽  
Education Program ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Mathematics ◽  
Mathematical Explanations ◽  
The Impact

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

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