Conceptualizing content-related PD facilitator expertise
نویسندگان
چکیده
Abstract Studies of facilitators professional development (PD) for mathematics teachers have been increasing in order to improve their preparation conducting PD. However, specifications what should learn often lack a conceptualization that captures facilitators’ expertise different PD content. In this article, we provide framework facilitator is line with current conceptualizations but makes explicit the content-related aspects such expertise. The combines cognitive and situated perspectives allows unpacking components at level classroom level. Using two illustrative cases content (probability education primary school language-responsive teaching secondary school), exemplify how can help analyze practices ways descriptive mode. This analysis reveals valuable insights support designers programs specify prescriptive mode . We particularly emphasize importance working on aspects, goals into knowledge pedagogical elements developing (PCK-PD), which includes curricular knowledge, as well about teachers’ typical thinking specific Situated learning opportunities activate these managing situational demands
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ژورنال
عنوان ژورنال: Journal of Mathematics Teacher Education
سال: 2021
ISSN: ['1573-1820', '1386-4416']
DOI: https://doi.org/10.1007/s10857-021-09497-1