Hidden Dimensions in the Professional Development of Mathematics Teachers : a In-Service Education for and With Teachers

Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher’s one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers’ individual growth pathways and to providing implications for constructing practices that are based on what teachers really need. Hidden Dimensions in the Professional Development of Mathematics Teachers presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers'individual growth pathways and to providing implications for constructing practices that are based on what teachers really need. Hidden Dimensions in the Professional Development of Mathematics Teachers presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers' individual growth pathways and to providing implications for constructing practices that are based on what teachers really need Front Matter....Pages i-x Mathematics Teacher Professional Development....Pages 1-28 Mathematics Teacher Professional Development....Pages 29-57 Mathematics Teacher Professional Development....Pages 59-70 Mathematics Done Differently....Pages 71-86 Empirical Approach and Methodology....Pages 87-95 Results of the Empirical Study....Pages 97-109 Results of the Empirical Study....Pages 111-137 Conclusions....Pages 139-150 Back Matter....Pages 151-162