Learning to Teach Mathematics: Expanding the Role of Practicum as an Integrated Part of a Teacher Education Programme

Christer Bergsten, Barbro Grevholm, Franco Favilli, N. Bednarz, J. Proulx, D. Mewborn, P. Johnson, T. Rowland, A. Thwaites, P. Huckstep, L. DeBlois, J. F. Maheux, O. Chapman, L. M. Rosu, B. Arvold, U. Gellert, G. Krummheuer, J. Skott, K. G. Garegae, P. A. ChakalisaD. Kadijevich, L. Haapasalo, J. Hvorecky, A. Carneiro Abrahão, A. T.de Carvalho Correa de Oliveira, J. Novotná, M. Hofmannová, D. Tirosh, P. Tsamir

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Teacher education programmes at tertiary educational institutions traditionally comprise three key strands–disciplinary studies, educational studies, and teaching practice (Comiti & Ball, 1996). The aim of these strands is to develop an integrated competence in student teachers and is often referred to as teacher knowledge. Winsløw and Durrand-Guerrier (2007) name the respective target knowledge components as content knowledge, pedagogical knowledge, and didactical knowledge, noting that each component “may occur with different emphases on theory and practice” (p. 7) and are viewed, in terms of weight and organisation, differently within different cultural traditions.

Original languageEnglish
Title of host publicationNew ICMI Study Series
PublisherSpringer
Pages57-70
Number of pages14
DOIs
StatePublished - 2009

Publication series

NameNew ICMI Study Series
Volume11
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745

Keywords

  • Future Teacher
  • Mathematics Teacher
  • Student Teacher
  • Teacher Education
  • Teacher Knowledge

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