Teacher education and the professional development of practicing teachers need to provide a sound basis of knowledge for teaching, theoretically but also with strong ties to issues of practice. Although this seems like a common-sense statement, it is harder to make a reality than expected. At least three factors could account for this difficulty: the sheer complexity of the knowledge required for teaching, the interconnectedness of knowledge, and the fact that teachers’ knowledge comes from different and in certain cases even contradictory sources.
CITATION STYLE
Neubrand, M., Seago, N., Agudelo-Valderrama, C., DeBlois, L., Leikin, R., & Wood, T. (2009). The Balance of Teacher Knowledge: Mathematics and Pedagogy. In New ICMI Study Series (Vol. 11, pp. 211–225). Springer. https://doi.org/10.1007/978-0-387-09601-8_21
Mendeley helps you to discover research relevant for your work.