Blömeke, Sigrid, Kaiser, Gabriele and Lehmann, Rainer (eds) (2008): Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung
Blömeke, Sigrid, Kaiser, Gabriele and Lehmann, Rainer (eds) (2008): Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung
复制标题
Blömeke、Sigrid、Kaiser、Gabriele 和 Lehmann、Rainer（编辑）(2008)：Professionelle Kompetenz angehender Lehrerinnen und Lehrer。
DOI：
10.1007/s11858-009-0204-6
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Annegret Helen Hilligus
中科院分区：
文献类型：
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作者：
Annegret Helen Hilligus
这本书的重点是数学教师教育的有效性。它采用的是实证数据，其特点是教师教育成果是基于一个概念化的教师专业能力的理论模型来衡量的。这三位编辑都是来自不同领域的知名研究人员，这一事实满足了像“专业能力”这样复杂的结构的挑战。西格丽德·布洛梅克和莱纳·莱曼都是柏林洪堡大学的教授。前者是教师教育和教学研究的教授，后者是实证研究和方法论的教授。汉堡大学的加布里埃尔·凯泽是数学教育学教授。这三人都是国际能源署《教师教育和发展研究：学习教授数学》(TEDS-M；Tatto等人，2008年)德国部分的负责人，这是一项关于数学教师教育的大规模跨国比较研究。它的主要结果是最近才公布的。这本书介绍了德国对初中数学教师教育的国际比较研究的结果，该研究题为《21世纪的数学教学(MT21)》。这项研究在保加利亚、德国、墨西哥、韩国、台湾和美国进行。这项研究的新方法是在精心设计的理论基础上，实际测试未来教师的专业能力，并模拟在教师教育中学习的机会，扩展远端指标。在德国，MT21基于4个地区的样本，4所大学和22个州立机构在教师教育结束时进行实践培训(‘Studiensminare’)。
This volume focusses on the effectiveness of teacher education in mathematics. It draws on empirical data with the characteristic that teacher education outcomes are measured based on a theoretical model conceptualizing teachers’ professional competence. The three editors are well-known researchers from different fields, a fact which meets the challenges of a construct as complex as ‘‘professional competence’’. Sigrid Blömeke and Rainer Lehmann are both professors at Humboldt University of Berlin. The former is a professor of teacher education and instructional research, the latter of empirical research and methodology. Gabriele Kaiser from Hamburg University is a professor of mathematics education. All three are responsible for the German part of IEA’s ‘‘Teacher Education and Development Study: Learning to Teach Mathematics’’(TEDS-M; Tatto et al., 2008), a large-scale cross-country comparative study on teacher education in mathematics. Its main results have only recently been released.The volume presents the German results of an international comparative study of lower-secondary mathematics teacher education titled ‘‘Mathematics Teaching for the 21st Century (MT21)’’. It was carried out in Bulgaria, Germany, Mexico, South Korea, Taiwan and the US. The new approach of this study is that it actually tests professional competence of future teachers and models opportunities to learn in teacher education extending distal indicators on a carefully designed theoretical basis. In Germany, MT21 is based on a sample of 4 regions with 4 universities and 22 state institutions where the practical training at the end of teacher education takes place (‘Studienseminare’).
影响因子：
7.6
作者：
R. McCrae;P. Costa;F. Ostendorf;A. Angleitner;M. Hřebíčková;M. D. Avia;Jesús Sanz;M. L. Sánchez-Bernardos;M. Kuşdil;Ruth Woodfield;Peter Saunders;Peter B. Smith
通讯作者：
R. McCrae;P. Costa;F. Ostendorf;A. Angleitner;M. Hřebíčková;M. D. Avia;Jesús Sanz;M. L. Sánchez-Bernardos;M. Kuşdil;Ruth Woodfield;Peter Saunders;Peter B. Smith