Educating Boris: An Examination of Pedagogical Content Knowledge for Mathematics Teacher Educators [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).

Autor/inn/en	Chick, Helen; Beswick, Kim
Institution	Mathematics Education Research Group of Australasia
Titel	Educating Boris: An Examination of Pedagogical Content Knowledge for Mathematics Teacher Educators [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pedagogical Content Knowledge; Teacher Competencies; Mathematics Teachers; Teacher Educators; Knowledge Base for Teaching; Secondary School Mathematics; Group Discussion; Computer Mediated Communication; Educational Technology; Online Courses; Misconceptions; Preservice Teachers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehrkunst; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Gruppendiskussion; Computerkonferenz; Unterrichtsmedien; Online course; Online-Kurs; Missverständnis; Ausland; Australien
Abstract	This paper presents a framework for examining the Pedagogical Content Knowledge (PCK) required of mathematics teacher "educators" as they endeavour to build the PCK for teaching mathematics that is required of the pre-service teachers with whom they work. The framework builds on existing research into PCK, and provides a series of filters through which to examine the complexity of the work of teacher education. The usefulness of the framework is trialled by using it to study the PCK used by the first author in working with pre-service teachers to build understanding about ways of interacting with students. [This study was supported by a University of Tasmania Teaching Development Grant, and built on the Australian Learning and Teaching Council Priority Projects grant number PP10-1638. Rosemary Callingham, Tracey Muir, and Robyn Reaburn also contributed to the development of the framework.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01