Teacher Training for Mathematical Literacy: A Case Study Taking the Past into the Future

Autor/inn/en	Bansilal, Sarah; Webb, Lyn; James, Angela
Titel	Teacher Training for Mathematical Literacy: A Case Study Taking the Past into the Future
Quelle	In: South African Journal of Education, 35 (2015) 1, Artikel 1037 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Inservice Teacher Education; Numeracy; Teacher Education Programs; Knowledge Base for Teaching; Mathematical Aptitude; Reflective Teaching; State Programs; Training Methods; Educational Practices; Teacher Qualifications; Educational Change; Mathematics Instruction; Foreign Countries; Pedagogical Content Knowledge; South Africa + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Rechenkompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Regierungsprogramm; Didaktik; Trainingsmaßnahme; Bildungspraxis; Lehrqualifikation; Bildungsreform; Mathematics lessons; Mathematikunterricht; Ausland; Pädagogische Kompetenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01