Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education results from the Joint ICMI/IASE Study Teaching Statistics in School Mathematics: Challenges for Teaching and Teacher Education. Oriented to analyse the teaching of statistics in school and to recommend improvements in the training of mathematics teachers to encourage success in preparing statistically literate students, the volume provides a picture of the current situation in both the teaching of school statistics and the pre-service education of mathematics teachers. A primary goal of Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education is to describe the essential elements of statistics, teacher’s professional knowledge and their learning experiences. Moreover, a research agenda that invites new research, while building from current knowledge, is developed. Recommendations about strategies and materials, available to train prospective teachers in university and in-service teachers who have not been adequately prepared, are also accessible to the reader.
However, no similar attention has been paid to the preparation of mathematics teacher to teach statistics at these levels. This book presents the results from the Joint ICMI/IASE Study, Teaching Statistics in School Mathematics.
Innovative and Successful Practices for the 21st Century
This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world.
This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world.
Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, First Session, Hearing Held in Granada Hills, CA, May 10, 1999
Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on ... In the area of professional development , we suggest you continue federal support for K - 12 reform and training ...
Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise.
Methods and Strategies for Gifted Professional Development: Vol. 1
Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general education programs. Practitioners and researchers agree that time and energy should be spent on training teachers in how to address the needs of gifted and talented students, both within the regular classroom and in specialized programs. This three-book series acknowledges this need and provides specific strategies for professional development in a variety of settings using various methods. Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners. A service publication of the National Association for Gifted Children (Washington, DC) This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.
Several states offer additional teacher preparation programs by providing either an endorsement or certification in the field, but these are often pursued by teachers specifically enrolled in gifted coursework rather than in general ...
Challenges, Issues, Solutions for Teaching in the 21st Century
Internationalisation of teacher training is a major challenge in the 21st century. For universities, university colleges and schools, internationalisation is now more important than ever. This publication considers a variety of perspectives related to internationalisation and explores aspects such as diversity, globalisation, interculturality, multilingualism, political education, and in particular, sustainable development. This publication presents 22 diverse contributions. Nevertheless, the contributions share a common base: They all refer to teacher education, sustainability and challenges of educational interest for the advancement of internationalisation in education.
Internationalisation of teacher training is a major challenge in the 21st century. For universities, university colleges and schools, internationalisation is now more important than ever.
Proceedings of the International Conference on Teacher Training and Education (ICTTE 2021), Surakarta, Indonesia, August 25–26, 2021
These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers in the field of language education, math and science education and social science education, who are interested in these topics.
Proceedings of the International Conference on Teacher Training and Education (ICTTE 2021), Surakarta, Indonesia, August 25-26, 2021
These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers in the field of language education, math and science education and social science education, who are interested in these topics.
