Mathematics Teachers? On-the-Job Learning: A Synthesis of Research and Conceptual Frameworks

实践中的数学教师如何继续发展知识和思维习惯，使他们能够教好，并随着时间的推移提高他们的教学？这个关于教师如何（以及学习什么）“在职”的问题是为美国学生提供高质量教师的关键。在过去的25年里，积累了大量关于数学教师知识的文献，包括对教师信念、教师知识、教师变革、教师决策、教师自我效能和教师认同的研究。 本项目将对该领域的发展情况进行说明，综合有关促进和维持教师发展的各种经验的证据。该项目涉及数学教育文献的战略审查，同时借鉴心理学，认知科学和社会学学科的动机，自我调节，身份和效能的相关理论。 该审查是由一个概念框架，构成教师的专业成长环境的不同领域的特点。PI的目标是通过确定该领域已经牢固确立的教师学习的那些方面，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教师在职学习的全面了解很重要的方面，来帮助塑造未来研究的议程。

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.