1 / 14

What are the Most Important Things We Can Do to Improve Teacher Education?

What are the Most Important Things We Can Do to Improve Teacher Education?. Joan Ferrini-Mundy National Science Foundation Michigan State University. CBMS Forum on the Content and Assessment of School Mathematics Reston, VA, October 6, 2009. policies. practice. research.

justin
Download Presentation

What are the Most Important Things We Can Do to Improve Teacher Education?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What are the Most Important Things We Can Do to Improve Teacher Education? Joan Ferrini-Mundy National Science Foundation Michigan State University CBMS Forum on the Content and Assessment of School Mathematics Reston, VA, October 6, 2009

  2. policies practice research

  3. Key Policy Leverage Points: • State approval/accreditation requirements for teacher education programs • State-level teacher assessments • State and district requirements for ongoing teacher professional development CBMS Forum

  4. Key Practice Leverage Points: • Integration of mathematics, pedagogy, and clinical experiences • Development of innovative models for professional development for mathematics teachers • Creation of materials and resources for teacher learning CBMS Forum

  5. Key Research Leverage Points: • Continued attention to pedagogical content knowledge, profound understanding of fundamental mathematics, mathematical knowledge for teaching (Shulman, Ma, Ball, Bass, Hill, et al. • Illumination of the connections between teachers’ knowledge and skills to students’ learning of mathematics • Examination of how teachers use resources (e.g., common core state standards, or the web) CBMS Forum

  6. 610,000English pages for teachingaddition of fractions CBMS Forum

  7. What are the Features of Coherent Mathematics Teacher Education? Alternate title:

  8. Coherence of curriculum: • Depth and connections (Beckmann) • Ratio (Dossey) • Logical structure of discipline (Schmidt) • Meaning and sense-making (Martin) What would coherence mean in the teacher education context? CBMS Forum

  9. From Adding It Up: Helping Children Learn MathematicsKilpatrick, Swafford, & Findell, NRC, 2001 “In the context of teaching, proficiency requires: CBMS Forum

  10. conceptual understanding of the core knowledge required in the practice of teaching • fluency in carrying out basic instructional routines • strategic competence in planning effective instruction and solving problems that arise during instruction CBMS Forum

  11. adaptive reasoning in justifying and explaining one’s instructional practices and in reflecting on those practices so as to improve them • productive disposition toward mathematics, teaching, learning, and the improvement of practice.” (p. 380) CBMS Forum

  12. So…. Another type of leverage point (?):

  13. Depth Connections Logical structure Meaning Sense-making Learning progressions Conceptual understanding Fluency Strategic competence Adaptive reasoning Productive disposition Coherence Proficiency ? CBMS Forum

  14. coherence in teacher education? policies practice research

More Related