Please use this identifier to cite or link to this item:
Title: External, internal and collaborative theories of mathematics teacher education
Author: Ponte, João Pedro da
Keywords: Teacher education
Issue Date: 2009
Citation: External, internal and collaborative theories of mathematics teacher education. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Orgs.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 99-104), Thessaloniki, Greece.
Abstract: Theories about mathematics teacher education depend critically on how one responds to questions such as: What is the nature of teacher knowledge? And how is such knowledge to be appraised? By the external views of the researcher, by the internal views of the teacher group, or by any other way? The external perspective of the researcher is able to mobilize important theoretical and empirical tools, however, this external perspective is often unable to grasp essential elements of the complexity of teacher knowledge, practice, and identity. Just capturing the views of teachers brings with it the concern that these views are often contradictory, assuming different values, orientations, and agendas from one teacher group to another, depending on grade level, school system, country, world region, and so forth. Another approach is to combine the experiences and perspectives of teachers and researchers. This paper explores the question of relevant theories in mathematics teacher education from all three perspectives.
Peer review: yes
ISSN: 0771-100X
Appears in Collections:FC-DE-CIE-GIDM - Comunicações

Files in This Item:
File Description SizeFormat 
09-Ponte PLP PME.pdf208,37 kBAdobe PDFView/Open

FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex MendeleyEndnote Degois 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.