Education and professional development of University Mathematics Teachers

Abstract

International audienceThe theme of this panel may surprise some, as university teachers of mathematics typically hold a PhD in mathematics or some adjacent field, and in many places some “pedagogical training” is also foreseen. However, university teaching presents still more challenges (in many places: more inhomogeneous or different student groups to teach), and opportunities (including new technology, and – we hope – useful resources from research on UME). For all of these reasons, the panel will address the following questions: What is the current, typical preparation of University Mathematics Teachers for their function as teachers? What “in-service” opportunities for teacher development exist? - naturally, answers will depend both on countries and institutions, but sharing experiences could help to provide an updated picture of how the “professional knowledge of UME teachers” is currently built and sustained. Do the current preparation and opportunities for development meet the demands that exist or can be foreseen? Could the preparation and development opportunities be improved, for instance by giving university teachers (more) access to selected parts of current research on UME, and possibly also participate in research and development projects? What initiatives exist, and which could be imagined as beneficial – both to increase the impact and quality of research on UME, and of UME itself