Abstract
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.
Original language | English |
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Title of host publication | New ICMI Study Series |
Publisher | Springer |
Pages | 211-225 |
Number of pages | 15 |
DOIs | |
State | Published - 2009 |
Publication series
Name | New ICMI Study Series |
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Volume | 11 |
ISSN (Print) | 1387-6872 |
ISSN (Electronic) | 2215-1745 |
Bibliographical note
Publisher Copyright:© 2009, Springer Science+Business Media LLC.
Keywords
- Content Knowledge
- Mathematical Knowledge
- Mathematics Teacher
- Pedagogical Content Knowledge
- Professional Development
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Education