89 research outputs found
Community-Based Field Experiences in Teacher Education: Possibilities for a pedagogical third space
This is the author's final draft. The published version may be found at: http://dx.doi.org/10.1080/10476210.2011.641528The present article discusses the importance of community-based field experiences as a feature of
teacher education programs. Through a qualitative case study, prospective teachersâ work with
homeless youth in an after-school initiative is presented. Framing community-based field experiences
in teacher education through âthird spaceâ theory, the article discusses the value that such
experiences have for prospective teachersâ learning. The goals of the article align with the
commitment to preparing a future teaching force for the diverse educational settings that they will
encounter in the twenty-first century
Survey team on : conceptualisations of the role of competencies, knowing and knowledge in mathematics education research
This paper presents the outcomes of the work of the ICME 13 Survey Team on 'Conceptualisation and the role of competencies, knowing and knowledge in mathematics education research'. It surveys a variety of historical and contemporary views and conceptualisations of what it means to master mathematics, focusing on notions such as mathematical competence and competencies, mathematical proficiency, and mathematical practices, amongst others. The paper provides theoretical analyses of these notions-under the generic heading of mathematical competencies-and gives an overview of selected research on and by means of them. Furthermore, an account of the introduction and implementation of competency notions in the curricula in various countries and regions is given, and pertinent issues are reviewed. The paper is concluded with a set of reflections on current trends and challenges concerning mathematical competencie
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