Collaboration in Teacher Education [electronic resource] : Examples from the Context of Mathematics Education / edited by Andrea Peter-Koop, Vânia Santos-Wagner, C.J. Breen, A.J.C Begg.
Erişim Adresi
ISBN
9789401710725
Dil Kodu
İngilizce
Yer Numarası
DK/13314
Basım Bildirimi
1st ed. 2003.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2003.
Fiziksel Niteleme
IX, 277 p. online resource.
Dizi
Mathematics Teacher Education, 2543-0017 ; 1
İçindekiler Notu
Prologue -- One: Investigating Initial and Ongoing Teacher Education -- 1 A Journey towards Collaboration -- 2 Collaboration and Sharing as Crucial Elements of Professional Development -- 3 The Evolution of an Interdisciplinary Collaborative for Pre-Service Teacher Reform—Research Informs Practice -- 4 An Approach to Collaboration in Elementary Pre-Service Teacher Education -- Two: Further Issues in Teacher Education -- 5 Classroom Coaching as a Collaborative Activity in Professional Development -- 6 A Collaborative Project Using Narratives—What Happens when Pupils Work on Mathematical Investigations? -- 7 The Role of Collaboration for Developing Teacher-Researchers -- 8 Sharing Teacher Training Methods—The Case of Problematic Learning Situations in Geometry -- Three: Working with Other Important Partners in Different Socio-Cultural Contexts -- 9 Co-Learning in the Collaborative Mathematics Classroom -- 10 Collaborative Practice with Parents—The Role of the Researcher as Mediator -- 11 The Role of the Principal in Mathematics Teacher Development—Bridging the Dichotomy between Leadership and Collaboration -- 12 Intercultural Collaboration: A Celebration of Commonalties and Differences -- Four: Alternative Perspectives on Collaboration -- 13 A Case for Collaborative Staff Development—A Path Layered while Walking -- 14 Collaborative Reflection through Sharing Significant Incidents -- 15 More than Collaboration: Concern, Connection, Community and Curriculum -- Epilogue.
Özet, vb.
Change is an ongoing aspect of education and educators are always seeking alternative and effective approaches to it. The approaches, in the context of mathematics teacher education, discussed in this book are based on joint work between the individuals involved in the process. However, the factors that influence success within co-operative or collaborative change processes have not been the focus of scientific investigation. This book systematically investigates collaborative endeavours in a number of different domains of teacher education. The fifteen chapters in the four main sections of the book explore and reflect on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. The resultant accounts should appeal to educational researchers, research students and practitioners around the world.
Konu
Teachers __ Training of.
Mathematics __ Study and teaching .
Learning, Psychology of.
Teaching and Teacher Education.
Mathematics Education.
Instructional Psychology.
Mathematics __ Study and teaching .
Learning, Psychology of.
Teaching and Teacher Education.
Mathematics Education.
Instructional Psychology.
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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490 1 |aMathematics Teacher Education,|x2543-0017 ;|v1
505 0 |aPrologue -- One: Investigating Initial and Ongoing Teacher Education -- 1 A Journey towards Collaboration -- 2 Collaboration and Sharing as Crucial Elements of Professional Development -- 3 The Evolution of an Interdisciplinary Collaborative for Pre-Service Teacher Reform—Research Informs Practice -- 4 An Approach to Collaboration in Elementary Pre-Service Teacher Education -- Two: Further Issues in Teacher Education -- 5 Classroom Coaching as a Collaborative Activity in Professional Development -- 6 A Collaborative Project Using Narratives—What Happens when Pupils Work on Mathematical Investigations? -- 7 The Role of Collaboration for Developing Teacher-Researchers -- 8 Sharing Teacher Training Methods—The Case of Problematic Learning Situations in Geometry -- Three: Working with Other Important Partners in Different Socio-Cultural Contexts -- 9 Co-Learning in the Collaborative Mathematics Classroom -- 10 Collaborative Practice with Parents—The Role of the Researcher as Mediator -- 11 The Role of the Principal in Mathematics Teacher Development—Bridging the Dichotomy between Leadership and Collaboration -- 12 Intercultural Collaboration: A Celebration of Commonalties and Differences -- Four: Alternative Perspectives on Collaboration -- 13 A Case for Collaborative Staff Development—A Path Layered while Walking -- 14 Collaborative Reflection through Sharing Significant Incidents -- 15 More than Collaboration: Concern, Connection, Community and Curriculum -- Epilogue.
520 |aChange is an ongoing aspect of education and educators are always seeking alternative and effective approaches to it. The approaches, in the context of mathematics teacher education, discussed in this book are based on joint work between the individuals involved in the process. However, the factors that influence success within co-operative or collaborative change processes have not been the focus of scientific investigation. This book systematically investigates collaborative endeavours in a number of different domains of teacher education. The fifteen chapters in the four main sections of the book explore and reflect on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. The resultant accounts should appeal to educational researchers, research students and practitioners around the world.
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532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aTeachers|xTraining of.
650 0|aMathematics|xStudy and teaching .
650 0|aLearning, Psychology of.
650 14|aTeaching and Teacher Education.
650 24|aMathematics Education.
650 24|aInstructional Psychology.
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700 1 |aBreen, C.J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
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776 08|iPrinted edition:|z9789048163274
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008 130125s2003 ne | s |||| 0|eng d
020 |a9789401710725|9978-94-017-1072-5
024 7 |a10.1007/978-94-017-1072-5|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1705-2286
072 7|aJNMT|2bicssc
072 7|aEDU053000|2bisacsh
072 7|aJNMT|2thema
082 04|a370.711|223
090 |aDK/13314
245 10|aCollaboration in Teacher Education|h[electronic resource] :|bExamples from the Context of Mathematics Education /|cedited by Andrea Peter-Koop, Vânia Santos-Wagner, C.J. Breen, A.J.C Begg.
250 |a1st ed. 2003.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2003.
300 |aIX, 277 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aMathematics Teacher Education,|x2543-0017 ;|v1
505 0 |aPrologue -- One: Investigating Initial and Ongoing Teacher Education -- 1 A Journey towards Collaboration -- 2 Collaboration and Sharing as Crucial Elements of Professional Development -- 3 The Evolution of an Interdisciplinary Collaborative for Pre-Service Teacher Reform—Research Informs Practice -- 4 An Approach to Collaboration in Elementary Pre-Service Teacher Education -- Two: Further Issues in Teacher Education -- 5 Classroom Coaching as a Collaborative Activity in Professional Development -- 6 A Collaborative Project Using Narratives—What Happens when Pupils Work on Mathematical Investigations? -- 7 The Role of Collaboration for Developing Teacher-Researchers -- 8 Sharing Teacher Training Methods—The Case of Problematic Learning Situations in Geometry -- Three: Working with Other Important Partners in Different Socio-Cultural Contexts -- 9 Co-Learning in the Collaborative Mathematics Classroom -- 10 Collaborative Practice with Parents—The Role of the Researcher as Mediator -- 11 The Role of the Principal in Mathematics Teacher Development—Bridging the Dichotomy between Leadership and Collaboration -- 12 Intercultural Collaboration: A Celebration of Commonalties and Differences -- Four: Alternative Perspectives on Collaboration -- 13 A Case for Collaborative Staff Development—A Path Layered while Walking -- 14 Collaborative Reflection through Sharing Significant Incidents -- 15 More than Collaboration: Concern, Connection, Community and Curriculum -- Epilogue.
520 |aChange is an ongoing aspect of education and educators are always seeking alternative and effective approaches to it. The approaches, in the context of mathematics teacher education, discussed in this book are based on joint work between the individuals involved in the process. However, the factors that influence success within co-operative or collaborative change processes have not been the focus of scientific investigation. This book systematically investigates collaborative endeavours in a number of different domains of teacher education. The fifteen chapters in the four main sections of the book explore and reflect on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. The resultant accounts should appeal to educational researchers, research students and practitioners around the world.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aTeachers|xTraining of.
650 0|aMathematics|xStudy and teaching .
650 0|aLearning, Psychology of.
650 14|aTeaching and Teacher Education.
650 24|aMathematics Education.
650 24|aInstructional Psychology.
700 1 |aPeter-Koop, Andrea.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aSantos-Wagner, Vânia.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBreen, C.J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aBegg, A.J.C.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402013928
776 08|iPrinted edition:|z9789048163274
776 08|iPrinted edition:|z9789401710732
830 0|aMathematics Teacher Education,|x2543-0017 ;|v1
856 40|uhttps://doi.org/10.1007/978-94-017-1072-5
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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