Publication Date

2019

Abstract

The chapter offers an overview of different approaches to the professional development of mathematics teachers. Starting point is the expert-novice-approach establishing both a distinction between experts and novices as well as an attempt to characterise expertise. The question of how to conceptualise professional competence of mathematics teachers is subsequently deepened by a detailed description of related prominent theoretical and empirical approaches followed by a discussion of central empirical results. The chapter closes with a short summary of recent research emphases especially taking into account the various discussions on teachers’ professional development at ICME-13.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Book Chapter

Access Rights

Open Access

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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