Mathematics Teachers' on the Job Learning: A Synthesis of Research and Conceptual Frameworks

实习数学教师如何继续发展知识和思维习惯，使他们能够教得好，并随着时间的推移改进他们的教学？关于教师如何(以及在工作中)学习什么的问题，是为美国学生提供高质量教师的任何努力的关键。在过去的25年里，关于数学教师知识的研究积累了大量的文献，包括关于教师信念、教师知识、教师变革、教师决策、教师自我效能感和认同感的研究。这个项目将提供该领域的发展情况，综合各种促进和维持教师发展的经验的证据。该项目涉及对数学教育文献的战略性回顾，同时借鉴了心理学、认知科学和社会学学科中关于动机、自我调节、身份认同和有效性的相关理论。这项研究是以一个概念框架为指导的，该框架描述了构成教师专业成长环境的不同领域。PIS的目标是通过确定教师学习领域已经确立的那些方面，那些需要进一步调查的方面，以及该领域目前知之甚少，但可能对全面了解教师在职学习情况很重要的那些方面，帮助确定未来研究的议程。

How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This question about how (and what) teachers learn "on the job" lies at the crux of any effort to provide high-quality teachers for U.S. students. Over the past 25 years, a substantial literature on mathematics teachers' knowledge has accumulated, including research on teacher beliefs, teacher knowledge, teacher change, teacher decision-making, and teacher self-efficacy and identity. This project will provide an accounting of the developments in the field, synthesizing the evidence about the kinds of experiences that promote and sustain the development of teachers. The project involves a strategic review of literature in mathematics education, while drawing on related theories of motivation, self-regulation, identity and efficacy from the disciplines psychology, cognitive science, and sociology. The review is guided by a conceptual framework that characterizes different domains that constitute the environment of teacher's professional growth. The PIs' goal is to help shape the agenda for future research by identifying those aspects of teacher learning that the field has firmly established, those aspects which bear further investigation, and those aspects about which the field currently knows little, but which are likely to be important for developing a full picture of teachers' on-the-job learning.