Teacher education and the professional development of practicing teachers need to provide a sound basis of knowledge for teaching, theoretically but also with strong ties to issues of practice. Although this seems like a common-sense statement, it is harder to make a reality than expected. At least three factors could account for this difficulty: the sheer complexity of the knowledge required for teaching, the interconnectedness of knowledge, and the fact that teachers’ knowledge comes from different and in certain cases even contradictory sources.
|Title of host publication||New ICMI Study Series|
|Number of pages||15|
|State||Published - 2009|
|Name||New ICMI Study Series|
Bibliographical notePublisher Copyright:
© 2009, Springer Science+Business Media LLC.
- Content Knowledge
- Mathematical Knowledge
- Mathematics Teacher
- Pedagogical Content Knowledge
- Professional Development
ASJC Scopus subject areas
- Mathematics (miscellaneous)