Mathematics Teacher Education and edTPA

2016 ◽  
pp. 182-201
Author(s):  
Dianne S. McCarthy ◽  
Barbara A. Burns
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
National Board ◽  
Successful Teachers ◽  
Teaching Standards ◽  
Professional Teaching

The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.

Mathematics Teacher Education and edTPA

2018 ◽  
pp. 149-168
Author(s):  
Dianne S. McCarthy ◽  
Barbara A. Burns
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
National Board ◽  
Successful Teachers ◽  
Teaching Standards ◽  
Professional Teaching

The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.

Supporting Pre-service Mathematics Teacher Development through Transformative Community Engagement

2019 ◽  
pp. 445-449
Author(s):  
Catherine Paolucci
Keyword(s):  
Transformative Learning ◽  
Community Engagement ◽  
Teacher Development ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Key Aspects

Opportunities for field-based transformative learning are a critical part of mathematics teacher education, yet several factors limit the extent to which teacher preparation programs can offer them. This paper discusses the value of transformative learning for pre-service mathematics teachers and presents an example of an international community engagement program that was specifically designed to support transformative learning for pre-service teachers in both the United States and South Africa. It highlights evidence of key aspects of transformative learning in the reflections of both the pre-service teachers and the students in the program and discusses the implications of this for future research and program development.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

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