Research on the pre-service education of teachers of mathematics

Merrilyn Goos; Tracey Smith; Steve Thornton

Research on the pre-service education of teachers of mathematics

In: Research in Mathematics Education in Australasia 2004 - 2007

Authors:

Merrilyn Goos

Merrilyn Goos The University of Queensland Australia

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Tracey Smith

Tracey Smith Charles Sturt University Australia

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Steve Thornton

Steve Thornton University of Canberra Australia

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Type:: Chapter

Pages:: 291–311

DOI:: https://doi.org/10.1163/9789087905019_015

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This review is organised around four conceptual themes reflecting current research perspectives on mathematics teacher education: (1) pre-service teacher learning as growth of mathematical and pedagogical content knowledge (learning as knowing); (2) the role of beliefs and affects in preservice teacher learning (learning as believing and feeling); (3) pre-service teacher learning as a sociocultural activity (learning as becoming); (4) teacher educators researching and reflecting on their own practice (learning as inquiring). Recommendations for advancing research in this field address the need for larger scale multidimensional studies, integration and synthesis of existing studies, and for teacher educators to develop a more critical stance in researching their own practices.

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Research in Mathematics Education in Australasia 2004 - 2007

Series: New Directions in Mathematics and Science Education, Volume: 12

E-Book ISBN:: 9789087905019

Publisher:: Brill

Print Publication Date:: 01 Jan 2008

Subjects
- Education
  - Mathematics Education

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Research on the pre-service education of teachers of mathematics

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Research in Mathematics Education in Australasia 2004 - 2007

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