Coherence in mathematics teacher education
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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Beiträge zum Mathematikunterricht 2017: 51. Jahestagung der Gesellschaft für Didaktik der Mathematik. ed. / Ulrich Kortenkamp; Ana Kuzle. Vol. 2 Münster: WTM - Verlag für wissenschaftliche Texte und Medien, 2018. p. 745-748.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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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 -