UID:
(DE-602)gbv_1801278113
Format:
1 Online-Ressource (xvii, 199 Seiten)
,
Illustrationen, Diagramme
ISBN:
9783658372361
Series Statement:
Perspektiven der Mathematikdidaktik
Content:
Introduction -- Literature Review -- Methodology -- The Case of Doris -- The Case of Jerry -- The Case of Tommy -- The Mentorship of Doris,Jerry and Tommy -- Discussion and Conclusion of the study.
Content:
This book investigates three novice high school mathematics teachers’ professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice. About the author Xiaoli Lu majors in Mathematics Education at East China Normal University.
Additional Edition:
ISBN 9783658372354
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9783658372354
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9783658372378
Language:
English
Keywords:
Hochschulschrift
DOI:
10.1007/978-3-658-37236-1
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