Some innovations in the professional preparation of teachers

1968 ◽  
Vol 15 (8) ◽  
pp. 727-734
Author(s):  
William C. Lowry
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
New Media ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Secondary Mathematics ◽  
Professional Preparation ◽  
Secondary Mathematics Teachers ◽  
The Past ◽  
The Subject

There is currently much ferment in the field of teacher preparation. New programs are being designed, and considerable emphasis is being placed on the use of new media. For example, see references [13] and [6].* The specialization in mathematics of both elementary and secondary mathematics teachers has received a great deal of attention over the past few years, particularly through the work of the Panel on Teacher Education of CUPM [16] and the Cambridge Conference on Teacher Training [12]. The subject-matter preparation of a teacher, however, cannot be entirely disassociated from his professional preparation. It is widely accepted that knowledge of mathematics by a mathematics teacher is but a necessary, not a sufficient, preparation for his job.

Functional Mathematics—Grades Seven Through Twelve

1951 ◽  
Vol 44 (5) ◽  
pp. 297-301
Author(s):  
William A. Gager
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
The State ◽  
Department Of Education ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Secondary Mathematics Teachers ◽  
The University

Is November 1917 the Florida State Department of Education and the college of Arts and Sciences at the University of Florida sponsored a study under my direction to determine ways of improving certain parts of the present secondary mathematics curriculum. Thirty-six secondary mathematics teachers, representing all areas of subject matter, all types of schools, and all sections of the state were selected to make the study. Work on the project was begun at the University of Florida on June 14, 1948.

scholarly journals The appraisal of mathematics teachers in Ghana

2000 ◽  
Vol 3 ◽  
pp. 38-66
Author(s):  
Jonathan A. Fletcher
Keyword(s):  
Mathematics Teachers ◽  
Secondary Level ◽  
Secondary Mathematics ◽  
Teacher Appraisal ◽  
Appraisal System ◽  
Secondary Mathematics Teachers ◽  
Junior Secondary ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Senior Secondary

Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

Points And Viewpoints: Is your college giving proper training for teachers of secondary school mathematics?

1962 ◽  
Vol 55 (6) ◽  
pp. 493-495
Author(s):  
William A. Gager
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Arts And Sciences ◽  
University Mathematics ◽  
The Past ◽  
Proper Training ◽  
The Subject

In most colleges and universitie, the department of mat hematics in the college of arts and sciences teaches the subject matter pertinent for the training of high school mathematics teachers. During the past few years, it has been most encouraging to observe the modernization of subject matter made by alert chairmen of many of our university mathematics departments.

References for Mathematics Teachers: Teacher Education in Mathematics

1952 ◽  
Vol 45 (8) ◽  
pp. 590-593
Author(s):  
William L. Schaaf
Keyword(s):  
High School ◽  
Teacher Education ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Detailed Data ◽  
High School Mathematics ◽  
Secondary Mathematics Teachers ◽  
High School Mathematics Teachers

In the 1923 Report on the Reorganization of Mathematics in Secondary Education, it was pointed out that in some states the preparation of high school mathematics teachers was of such a low quality that the Committee judiciously refrained from giving the detailed data on those states. We have come a long way since then. Today, in general, secondary mathematics teachers are professionally and academically as well educated as teachers in any other field.

D. Robert Ladd (1996). Intonational phonology. (Cambridge Studies in Linguistics 79.) Cambridge: Cambridge University Press. Pp. xv+334.

Phonology ◽  
1998 ◽  
Vol 15 (1) ◽  
pp. 115-118
Author(s):  
William R. Leben
Keyword(s):  
Subject Matter ◽  
English Teachers ◽  
Linguistic Theory ◽  
Basic Material ◽  
Cambridge University ◽  
The Past ◽  
Look Back ◽  
Basic Goal ◽  
The Subject ◽  
Reasonable Price

Ladd's Intonational phonology is a substantial addition to an area that has only recently ‘arrived’. Fortunately for the field of intonational phonology, the past two decades have seen a number of seminal contributions from phonologists, including Mark Liberman, Gösta Bruce, Janet Pierrehumbert and Ladd himself. Work on intonation, which has advanced in sync with modern linguistic theory, can also look back on quite a number of rather specific studies by phoneticians and rather general descriptive accounts by linguists and English teachers on this continent and in Europe.The book's basic goal is to present the subject matter of intonational phonology to the non-specialist linguist. The material is not only summarised but also accompanied by critical comments. Ladd's goal of keeping the book accessible to the non-specialist may limit the depth of the presentation of the basic material and the definitiveness of the critical comments, but for many this will be a reasonable price to pay for breadth of coverage.

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