Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice

João Filipe Matos, Arthur Powell, Paola Sztajn, L. Ejersbø, Jeffrey A Hovermill, Joã Filipe Matos

Research output: Chapter in Book/Report/Conference proceedingChapter

17 Scopus citations

Abstract

In this chapter we claim that many of the changes and current approaches to professional development reflect not only educational changes but also a significant change in our understanding of what constitutes learning. New approaches to learning lead to new organization of professional development initiatives for teachers, and the move from an acquisition to a participation metaphor brings changes to the ways in which the professional development of mathematics teachers is conceived and implemented. In contrast to the training model of professional development, we characterize the practice-based model as focused primarily on expanding teachers’ participation in the practices of what constitutes teaching.

Original languageEnglish (US)
Title of host publicationNew ICMI Study Series
PublisherSpringer
Pages167-183
Number of pages17
DOIs
StatePublished - Jan 1 2009
Externally publishedYes

Publication series

NameNew ICMI Study Series
Volume11
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745

Keywords

  • Lesson Study
  • Mathematics Teacher
  • Professional Development
  • Teacher Professional Development
  • Training Model

ASJC Scopus subject areas

  • Education
  • Mathematics (miscellaneous)

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  • Cite this

    Matos, J. F., Powell, A., Sztajn, P., Ejersbø, L., Hovermill, J. A., & Matos, J. F. (2009). Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice. In New ICMI Study Series (pp. 167-183). (New ICMI Study Series; Vol. 11). Springer. https://doi.org/10.1007/978-0-387-09601-8_19