Mathematics teacher educator-researchers’ perspectives on the use of theory in facilitating teacher growth

Author:

Lin Fou-Lai,Yang Kai-Lin,Hsu Hui-YuORCID,Chen Jian-Cheng

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference36 articles.

1. Adler, S. (1984). A field study of selected student teacher perspectives toward social studies. Theory & Research in Social Education, 12(1), 13–30. https://doi.org/10.1080/00933104.1984.10505468

2. Adler, S. (1993). Teacher education: Research as reflective practice. Teaching and Teacher Education, 9(2), 159–167. https://doi.org/10.1016/0742-051X(93)90051-H

3. Ball, D., & Cohen, D. K. (1999). Developing practice, developing practitioners: Towards a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). New York: Wiley.

4. Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching, 1(2), 281–294. https://doi.org/10.1080/1354060950010209

5. Beswick, K., & Chapman, O. (2012). Mathematics teacher educators’ knowledge for teaching. Paper presented at the 12th International Congress on Mathematics Education, Seoul, Korea.

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