Mathematics Teacher Identity: A Framework for Understanding Secondary School Mathematics Teachers' Learning through Practice

Autor/inn/en	Van Zoest, Laura R.; Bohl, Jeffrey V.
Titel	Mathematics Teacher Identity: A Framework for Understanding Secondary School Mathematics Teachers' Learning through Practice
Quelle	In: Teacher Development, 9 (2005) 3, S.315-345 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Secondary School Mathematics; Mathematics Education; Teacher Characteristics; Educational Change; Mathematics Teachers; Mathematics Instruction; Secondary School Teachers; Change Strategies; Teacher Improvement; Teaching Skills; Teacher Collaboration; Heuristics; Knowledge Base for Teaching; Social Influences; Identification (Psychology); Thinking Skills; Internship Programs; Mentors; Community + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsreform; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lösungsstrategie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerkooperation; Heuristik; Teaching theory; Theory of teaching; Unterrichtstheorie; Sozialer Einfluss; Denkfähigkeit; Berufspraktische Ausbildung
Abstract	The United States has engaged in intensive reform efforts in school mathematics education in the decade since the publication of the National Council of Teachers of Mathematics' Standards for School Mathematics. This context has generated interest in how to best develop reform-oriented teachers. In this article the authors describe their thinking towards the development of a framework for the qualitative study of secondary school mathematics teachers' learning to teach through practice. Their need for such a framework occurred in the context of their work with teachers who during their teacher preparation program participated in multiple communities where individuals shared a common goal of reforming instruction. The framework combines the following theoretical constructs: (a) Shulman's heuristic of important teacher knowledge, (b) Wenger's conception of learning as identity development in social situations, and (c) cognitive notions of thinking as residing in one's head. (Contains 1 table, 3 figures and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10