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Download full textGoos, Merrilyn – International Group for the Psychology of Mathematics Education, 2005
This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers' professional identities emerge in practice. The framework adapts Vygotsky's Zone of Proximal Development, and Valsiner's Zone of…
Descriptors: Mathematics Teachers, Mathematics Education, Professional Development, Classroom Techniques
