This chapter presents seven unifying themes of tasks used in mathematics teacher education. These themes reflect broad goals for mathematics teacher education, and are closely related to the knowledge required for teaching mathematics. The challenges that teacher-educators face in having to design and implement productive tasks for teachers are discussed and illustrated through a specific task....

With the advance of information and communication technology (ICT) and the growth of interest in the use of the Internet for education, teachers are now working in new online environments. In line with this situation, there is great need for teacher development in the integration of ICT into teaching and learning activities and in the design, implementation and evaluation of elearning. In produ...

Against the background of the central dilemma in teacher education of the relationship between theory and practice, this article reports a teacher education approach that strongly emphasizes the use of theory in learning to teach, assuming that teaching is also an intellectual activity. A main starting point is the subject pedagogy, the ‘Fachdidaktik’, in this case of Dutch language and literat...

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focu...

Recently, there is a need for fostering the critical reflective side of L2 teacher education. This study investigated the implications of personal narrative (PN) and reflective journal (RJ) writing for Iranian EFL teachers’ reflective writing. Sixty (36 women and 24 men) in-service secondary school EFL teachers were selected based on the convenience sampling from Iran. L2 teachers equally divid...

This qualitative case study explores perceptions of university tutors and student teachers involved in a Postgraduate Certificate in Education (PGCE) programme, at a UK university, regarding the connotation and implementation of reflection as a teacher education concept. Reflection has been a complex and at times elusive educational concept; however, in many educational programmes it is often a...