Abstract
In this paper we present a study conducted within the framework of an in-service professional development program for junior and senior high school mathematics teachers. The focus of the study is the analysis of processes encountered by the staff members, as members of a community of practice, which contributed to their growth as teacher educators. We offer a three-layer model of growth through practice as a conceptual framework to think about becoming a mathematics teacher educator, and illustrate how our suggested model can be adapted to the complexities and commonalities of the underlying processes of professional development of mathematics teacher educators.
| Original language | English |
|---|---|
| Pages (from-to) | 5-32 |
| Number of pages | 28 |
| Journal | Journal of Mathematics Teacher Education |
| Volume | 7 |
| Issue number | 1 |
| State | Published - 1 Mar 2004 |
Keywords
- Faculty Development
- Mathematics Teachers
- Teacher Educators
- Teaching (Occupation)
- Secondary School Mathematics
- Mathematics Instruction
- Inservice Teacher Education
- Mathematics Education
- Teacher Improvement
- Case Studies
- Educational Practices