Expertise in Developing Students' Expertise in Mathematics: Bridging Teachers' Professional Knowledge and Instructional Quality

Autor/inn/en	Depaepe, Fien; Verschaffel, Lieven; Star, Jon
Titel	Expertise in Developing Students' Expertise in Mathematics: Bridging Teachers' Professional Knowledge and Instructional Quality
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 2, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Depaepe, Fien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01148-8
Schlagwörter	Correlation; Educational Quality; Mathematics Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Teacher Behavior; Teaching Methods; Role; Knowledge Base for Teaching; Teacher Competencies; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Korrelation; Quality of education; Bildungsqualität; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper provides a survey of the research on the relationship between teachers' professional knowledge and their instructional quality in the domain of mathematics education. First, an overview is provided of the way in which mathematics professional knowledge has been conceptualized. Second, the relation between mathematics teachers' professional knowledge and instructional practice is outlined, with a special focus on the mediating role of teachers' professional beliefs and teachers' situation-specific knowledge and skills. Third, we describe the model of mathematics teachers' competence as an integrative model including knowledge, beliefs, situation-specific skills and observable classroom behavior. Fourth, we describe the current research on bridging teachers' professional knowledge and instructional quality, with special attention to recent issues with respect to the validation, development, and impact of professional competence. We end with some challenges for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01