TY - CHAP

T1 - Coherence in mathematics teacher education

AU - Ostermann, Andreas

AU - Besser, Michael

AU - Leuders, Timo

N1 - Conference code: 51

PY - 2018

Y1 - 2018

N2 - A deficit of traditional teacher education, is the fragmentation of teachers’ professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers’ perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers’ perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers’ per-ception of coherence in teaching

AB - A deficit of traditional teacher education, is the fragmentation of teachers’ professional knowledge in single disciplines. While general measures from questionnaires are available, there is only little knowledge about student tea-chers’ perception of the complex interplay of their study areas, i.e. their per-ception of coherence. The present interview study investigates student tea-chers’ perception of coherence in mathematics teacher education. While re-cent studies report findings about coherence between theory and practice, we focus on coherence between mathematical content knowledge and pedago-gical content knowledge. We firstly identify inductively fields of knowledge that student teachers consider as relevant for their future profession as ma-thematic teachers. By means of qualitative content analysis we confirmed this category system deductively. Secondly,we investigate existing or requi-red coherence relations of these categories in teacher education. On the basis of these studies and further theoretical knowledge known from literature, we intend to develop a quantitative instrument to survey studentteachers’ per-ception of coherence in teaching

KW - Didactics of Mathematics

KW - Empirical education research

UR - https://d-nb.info/1159999295/04

U2 - 10.17877/DE290R-18604

DO - 10.17877/DE290R-18604

M3 - Article in conference proceedings

SN - 978-3-95987-071-9

VL - 2

SP - 745

EP - 748

BT - Beiträge zum Mathematikunterricht 2017

A2 - Kortenkamp, Ulrich

A2 - Kuzle, Ana

PB - WTM - Verlag für wissenschaftliche Texte und Medien

CY - Münster

T2 - Jahrestagung der Gesellschaft für Didaktik der Mathematik

Y2 - 27 February 2017 through 3 March 2017

ER -