Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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Appendix A: Standards for Teacher Development and Professional Conduct
Appendix A: Standards for Teacher Development and Professional Conduct
Pages 143-147
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From page 143... ...
PROFESSIONAL DEVELOPMENT STANDARD A: Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must · Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.
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From page 144... ...
Support the sharing of teacher expertise by preparing anti using mentors, teacher advisers, coaches, lea(1 teachers, and resource teachers to provide professional development opportunities. · Provide opportunities to know and have access to existing research and experiential knowle(lge.
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From page 145... ...
Mathematics Teaching Mathematics anti mathematics education instructors in preservice and continuing education programs should mode} good mathematics teaching by A P P E N D I X A Posing worthwhile mathematical tasks; Engaging teachers in mathematical (liscourse; Enhancing mathematical discourse through the use of a variety of tools, including calculators, computers, and physical anti pictorial mo(lels; Creating learning environments that support and encourage mathematical reasoning and teachers' dispositions and abilities to do mathematics; · Expecting and encouraging teachers to take intellectual risks in doing mathematics anti to work in(lependently and collaboratively; · Representing mathematics as an ongoing human activity · Affirming and supporting full participation and continued study of mathematics by all students. StancIarc!
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From page 146... ...
4. Knowing Mathematical PecIagogy The preservice and continuing education of teachers of mathematics should develop teachers' knowledge of and ability to use and evaluate· Instructional materials and resources, inclu(ling technology; · Ways to represent mathematics concepts and procedures; · Instructional strategies and classroom organizational mo(lels; Ways to promote discourse and foster a sense of mathematical community; · Means for assessing student un(lerstanding of mathematics.
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From page 147... ...
6. The Teacher's Role in Professional Development Teachers of mathematics should take an active role in their own professional (levelopment by accepting responsibility for · Experimenting thoughtfully with alternative approaches and strategies in the classroom; A P P E N D I X A · Renecting on learning and teaching in(livi(lually anti with colleagues; · Participating in workshop, courses, and other educational opportunities specific to mathematics; · Participating actively in the professional community of mathematics · Reading and discussing ideas presented in professional publications; · Discussing with colleagues issues in mathematics and mathematics teaching anti learning; · Participating in proposing, (resigning, anti evaluating programs for professional (levelopment specific to mathematics; · Participating in school, community, anti political efforts to effect positive change in mathematics education.
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