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ERIC Number: EJ1162752
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2382-0349
EISSN: N/A
Learning to Think as an Effective Mathematics Teacher: Teacher Educator Impacts on Curriculum Knowledge and Learning to Teach
Hill, Mary F.; Grudnoff, Lexie; Ell, Fiona
Teachers and Curriculum, v12 n1 p13-21 2011
For improved student outcomes, teachers must integrate their knowledge about the curriculum, about how to teach it effectively and how to assess whether students have learnt it. Therefore, key tasks for initial teacher education are building curriculum knowledge, learning contextually appropriate ways to teach and how to use assessment for learning within each curriculum area. We interviewed four recent graduates who had demonstrated contrasting learning­-to­-teach profiles in an earlier quantitative study to understand how teacher education had assisted each of them to notice, recognise and respond to individual children's numeracy strategies. Their four stories indicate that teacher educators need to notice, recognise and respond to their student teachers with respect to their existing curriculum and pedagogical knowledge.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A