From a study of teaching practices to issues in teacher education
Santos, L., Berg, C.V., Malara, N.A., Potari D., Tuner, F., 2011, From a study of teaching practices to issues in teacher education
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The paper offers a landscape of the studies presented within the WG 17 at CERME 7. They have been classified in these strands: 1. Mathematical content knowledge for teaching; 2. Professional knowledge for teaching; 3. Reflection in mathematics teachers‘ professional development; 4. Collaboration in mathematics teachers‘ professional development; 5. Professional development; 6. Conceptions and practices; 7. Interaction in the classroom. In the WG there was recognition of the value and complementarities of different approaches to the professional development of teachers. However, it was also recognised that there are constraints and affordances for different approaches, which vary between cultural contexts. Working across cultures on teacher development projects, which employ different strategies, was considered to be a useful way of moving forward our understanding of different approaches. There were some attempts to synergise different frameworks in research and development activities that were reported in the papers. However, there remains considerable work to be done in understanding how different frameworks relate to one another and in supporting researchers in selecting elements of different frameworks that will enable them to answer specific research questions.
