Oznamujeme autorům a čtenářům, že po dohodě s nakladatelstvím Karolinum bude od roku 2024 (ročník 18) časopis Orbis scholae vycházet pouze v elektronické podobě.
Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.
ORBIS SCHOLAE, Vol 3 No 2 (2009), 27–46
Exploring mathematics teacher knowledge for teaching: mathematics teachers in England, France and Germany
Birgit Pepin
DOI: https://doi.org/10.14712/23363177.2018.210
zveřejněno: 23. 02. 2018
Abstract
This article explores mathematics teachers’ knowledge for teaching, in the Anglo/American, French and German ‘scene’, and how this may relate to teachers’ beliefs and practices as a ‘teacher of mathematics’. Using a socio-cultural framework a particular concern was what it meant to be a mathematics teacher in England, France and Germany, and in which ways their knowledge construction was influenced, or shaped, by this. The findings are based on twelve teacher case studies, four in each country, and additional interviewing of 30 teachers, ten in each country. Results show that teacher knowledge for and in teaching was different, in the sense that teachers needed different kinds of knowledge to become effective within their systems and classrooms, and even similar kinds of knowledge (for example, subject knowledge) appeared to be differently perceived in the different educational ‘spheres’.
klíčová slova: mathematics teachers’ knowledge for teaching; teachers’ beliefs and practices
230 x 157 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč
ISSN: 1802-4637
E-ISSN: 2336-3177
