A protocol for analysing mathematics teacher educators' practices

被引：0
|
作者：
Kuzle, Ana [1 ,2 ]
Biehler, Rolf [2 ]
机构：
[1] Univ Osnabruck, Osnabruck, Germany
[2] Univ Paderborn, Paderborn, Germany
来源：
PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) | 2015年
关键词：
Mathematics teacher educators; professional development; training practices;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of mathematics teacher educators' practices in a professional development setting. Implications for professional development programmes' planning, implementation and evaluations are given at the end of the paper.
引用
收藏
页码：2847 / 2853
页数：7
相关论文
共 50 条
12345