E-Book Overview
Change is an ongoing aspect of education and educators are always seeking alternative and effective approaches to it. The approaches, in the context of mathematics teacher education, discussed in this book are based on joint work between the individuals involved in the process. However, the factors that influence success within co-operative or collaborative change processes have not been the focus of scientific investigation. This book systematically investigates collaborative endeavours in a number of different domains of teacher education. The fifteen chapters in the four main sections of the book explore and reflect on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. The resultant accounts should appeal to educational researchers, research students and practitioners around the world.
E-Book Content
Collaboration in Teacher Education
MATHEMATICS TEACHER EDUCATION VOLUME 1 SERIES EDITOR Andrea Peter-Koop, University of Oldenburg, Germany EDITORIAL BOARD Andy Begg, Open University, UK/University ofWaikato, New Zealand Chris Breen, University of Cape Town, South Africa Milan Hejny, Charles University, Czech Republic Francis Lopez-Real, University of Hong Kong, China Jeppe Skott, Danish University of Education, Copenhagen, Denmark Peter Sullivan, La Trobe University, Bendigo, Australia Dina Tirosh, Tel Aviv University, Israel Pat Wilson, University of Georgia, USA SCOPE The Mathematics Teacher Education book series presents relevant research and innovative international developments with respect to the preparation and professional development of mathematics teachers. A better understanding of teachers' cognitions as well as knowledge about effective models for preservice and inservice teacher education is fundamental for mathematics education at the primary, secondary and tertiary level in the various contexts and cultures across the world. Therefore, considerable research is needed to understand what facilitates and impedes mathematics teachers' professional learning. The series aims to provide a significant resource for teachers, teacher educators and graduate students by introducing and critically reflecting new ideas, concepts and findings of research in teacher education.
Collaboration in Teacher Education Examples from the Context of Mathematics Education
Edited by
Andrea Peter-Koop Department of Mathematics, University of Oldenburg, Germany
Vania Santos-Wagner Institute of Mathematics, Federal University of Rio de Janeiro, Brazil
Chris Breen Department of Education, University of Cape Town, South Africa and
Andy Begg Centre for Mathematics Education, The Open University, United Kingdom
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
A c.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-90-481-6327-4
ISBN 978-94-017-1072-5 (eBook)
DOI 10.1007/978-94-017-1072-5
Printed on acid-free paper
All Rights Reserved © 2003 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2003 Softcover reprint of the hardcover 1st edition 2003 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS Foreword
Vll
Helen Christiansen, Caroline K