What aspects can characterize the specialised knowledge of a mathematics teacher educator?

F. Martignone, F. Ferretti, L. Rodríguez-Muñiz
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Abstract

: This paper presents an exploratory qualitative study which was carried out by means of questionnaires for identifying some knowledge claimed by Mathematics Teacher Educators (MTEs) as important to be, or to become, a “good teacher educator”. The study focused the analysis on some teacher educators’ answers about MTE’s specialised knowledge. Mathematics Teachers’ Specialised Knowledge model (the so-called MTSK model) helped us to identify specific dimensions and domains of teacher educators’ specialised knowledge, identified in some mathematics teacher educators’ answers. From this information, by analysing similarities and differences and prevalent ideas, we raise hypotheses about some features that teacher educators believe as a part of MTE’s specialised knowledge. Finally, we propose an adaptation of the MTSK model that can describe the teacher educator’s specialised knowledge
数学教师教育者的专业知识有哪些特点?
本文提出了一项探索性质的研究,通过问卷调查的方式来确定数学教师教育家(mte)声称的一些知识对于成为或成为“优秀的教师教育家”是重要的。本研究重点分析了部分教师教育工作者对MTE专业知识的回答。数学教师专业知识模型(所谓的MTSK模型)帮助我们确定了教师教育工作者专业知识的具体维度和领域,在一些数学教师教育工作者的回答中得到了识别。从这些信息中,通过分析异同和流行的观点,我们提出了一些假设,教师教育者认为这些特征是MTE专业知识的一部分。最后,我们提出了一个可以描述教师教育工作者专业知识的MTSK模型
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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