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Issues in the Undergraduate Mathematics Preparation of School Teachers, v4 p1-8 Apr 2013

A typical pathway to become a credentialed mathematics teacher in a high school constitutes primarily of three parts; a bachelor's degree, subject matter competency, and the requisite professional education--courses and directed teaching. These are often delivered in a disconnected fashion with little attention given to the context. As research in teachers' knowledge indicates, placed in the context of high school, teachers often display surface knowledge and little confidence to present and defend mathematical concepts. The challenges posed by high-need schools only add to this problem leading to teacher attrition. In this article we propose and elaborate on a teacher preparation framework built on research in teaching and learning (The three Rs framework) that addresses some of these issues. In addition, we offer appropriate training modules along with their research underpinnings.

Descriptors: Preservice Teacher Education, Mathematics Teachers, Secondary School Teachers, Secondary School Mathematics, Relevance (Education), Teacher Certification, Teacher Education Curriculum, Teacher Persistence, Disadvantaged Schools

Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept[at]ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml

Autor: Raychaudhuri, Debasree

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=231&id=EJ1017779

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