Teacher Education Does Matter: A Situative View of Learning to Teach Secondary Mathematics

Borko, Hilda; Peressini, Dominic; Romagnano, Lew; Knuth, Eric; Willis-Yorker, Christine; Wooley, Candace; Hovermill, Jeff; Masarik, Kate

doi:10.1207/s15326985ep3503_5

Cited by 42 publications

(26 citation statements)

References 43 publications

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“…The SINUS project is an example of a professional development approach taking a perspective of situated learning. Teacher learning is located as close as possible to the daily task of the profession, classroom instruction (Borko, 2004;Borko et al, 2000;Putnam & Borko, 2000).…”

Section: Professional Development As a Key Factor To Improve Classroomentioning

confidence: 99%

“…These professional development programmes are often designed from a perspective of situated learning (Borko, 2004;Borko et al, 2000;Putnam & Borko, 2000) and aim to relate teacher learning to the daily tasks of classroom instruction. The quality development programme that will be outlined in the following is best classified as an example of this second approach as well.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Ostermeier

Prenzel

Duit

2009

International Journal of Science Education

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Section: Professional Development As a Key Factor To Improve Classroomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Ostermeier

Prenzel

Duit

2009

International Journal of Science Education

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“…Borko, Peressini, Romagnano, Knuth, Willis-Yorker, Wooley and Masarik (2000) have argued for the importance of compatibility between the ideas and practices of the university setting with those of the K-12 setting in teacher preparation, particularly when attempting to prepare teachers who can implement reform ideas. In our data, these compatibility challenges were sometimes described as a function of the curricula of the university courses (e.g.…”

Section: Challenges Strategies and Suggestionsmentioning

confidence: 99%

“…They also suggested the design and use of specific teaching cases to help build connections between the pre-service teachers' experiences in the university and school settings. As Borko et al (2000) argue, in order for teacher education to make a difference in preparing educators, the messages from the university and the K-12 settings must reinforce, not oppose, one another.…”

Section: Challenges Strategies and Suggestionsmentioning

confidence: 99%

Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Hwang

Cai

2016

Int J of Sci and Math Educ

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In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching mathematical problem-solving courses. This finding reflects a key difference between the content, goals, and teaching demands of these 2 elements of mathematics teacher education programs (acting in the role of an MTE versus the role of a mathematics teacher). In this study, we also analyzed the strategies that MTEs use to deal with the challenges that arise in their work and the suggestions they have for the training of future MTEs.

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“…As such, this paper can be a catalyst for mathematics teacher educators to design and implement teacher education programs to promote teacher expertise. Cohen, 1999;Borko et al, 2000). This problem leads prospective teachers to have insufficient opportunities to develop a profound understanding of mathematics and pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea

Jeongsuk

2011

ZDM Mathematics Education

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Cases have been used in mathematics teacher education with increasing prominence. Yet, there is little research that confirms cases as pedagogical tools to improve prospective teacher expertise, specifically in Asian contexts. This article illustrates how a specific case-based pedagogy was developed and implemented in Korea to increase prospective elementary teacher expertise in terms of paying attention to the mathematics-specific features of a lesson. The results showed that the participant teachers' analytic foci moved from general to substantive features of a mathematics lesson. This tendency was evident when they reflected on their own teaching and was confirmed by their self-assessment. Given this, issues and suggestions in teacher education programs to promote teacher expertise in terms of mathematics-specific analysis ability are discussed.

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Teacher Education Does Matter: A Situative View of Learning to Teach Secondary Mathematics

Cited by 42 publications

References 43 publications

Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Case-based pedagogy for prospective teachers to learn how to teach elementary mathematics in Korea

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