Professional Knowledge of (Prospective) Mathematics Teachers - Its Structure and Development
Professional Knowledge of (Prospective) Mathematics Teachers - Its Structure and Development
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（未来）数学教师的专业知识——其结构和发展
DOI：
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
J. König
中科院分区：
文献类型：
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作者：
G. Kaiser;Sigrid Blömeke;Andreas Busse;Martina Döhrmann;J. König
近十年来，数学教师专业知识的研究取得了一定的进展，但目前的研究成果还不多见。本文以国际教育协会（IEA）的教师教育与发展研究--学会教数学（TEDS-M）为基础，提出了一种更为情境化的教师专业知识评价方法。TEDS-M后续研究的理论框架采用新手-专家框架，通过视频评价工具分析数学教师专业知识的结构和发展。在分析中还引入了关于注意和解释课堂情境和学生活动的新概念。将TEDS-FU研究的结果与TEDS-M研究相结合，可以深入了解职业教师专业知识的发展。
Recent research on the professional knowledge of mathematics teachers, which hasbeen carried out in the last decade, is in the focus of this paper. Building on theinternational IEA Teacher Education and Development Study – Learning to TeachMathematics (TEDS-M), this paper describes a more situated way of evaluating theprofessional knowledge of teachers. The theoretical framework of the follow-upstudy of TEDS-M takes up the novice-expert framework and analyses via videobasedassessment instruments the structure and development of the professionalknowledge of mathematics teachers. More recent concepts on noticing andinterpreting classroom situations and students’ activities are also incorporated intothe analysis. Connecting the results of the study TEDS-FU with the study TEDS-Mgives insight into the development of the professional knowledge of mathematicsteachers.
从教师培训到职业——学科相关知识是课堂感知、解释和行动的先决条件
DOI：
10.1007/s11618-014-0564-8
发表时间：
2014
期刊：
Zeitschrift für Erziehungswissenschaft
影响因子：
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作者：
Blömeke;Kaiser;Benthien;Döhrmann;König
通讯作者：
König