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ERIC Number: EJ831299
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1536-3031
Moving beyond the Barriers: A Re-Defined, Multi-Leveled Partnership Approach to Mathematics Teacher Education
Benken, Babette M.; Brown, Nancy
Issues in Teacher Education, v17 n2 p63-82 Fall 2008
The combination of federal exigency for Highly Qualified Teachers in every classroom (No Child Left Behind, 2001) and focus on teacher accountability has created a plethora of routes to teacher certification and continuing education. This urgent situation has placed a burden on schools of education to approach teacher education in creative and expedited ways, while concurrently placing focus on content knowledge and research-based pedagogy. In response, university faculty in teacher education and mathematics designed a mathematics community continuum (MCC) that expands and redefines the traditional relationship among schools of education, colleges of arts and sciences, and school districts. Within this community continuum, the authors used mathematics as a content vehicle and an urban mini-district as a ripe context to study teacher learning and development. The authors' goal with this project was to understand ways to envision and implement alternative structures for mathematics teacher education, as well as teacher education generally, which addressed federal demands and provided a model for exemplary design of university-school partnerships. In this paper, the authors discuss findings relative to the following question: "In what ways did the structure of the continuum help to advance the learning of mathematics and its teaching?" The authors outline the details of this community continuum, particularly as it pertains to mathematics teacher education and professional development. As part of this description, the authors provide a synthesis of relevant literature that framed the development of the continuum, as well as why this context provides a rich window for studying professional development, particularly in the area of mathematics. Finally, the authors outline how the findings of this research study inform understanding of alternative structures of mathematics teacher education at all stages of development. (Contains 1 figure and 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001