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What is Comprehensive Framework of Teacher Knowledge

Chapter 5
Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
A model used to organize teacher outcomes which includes three components with two outcomes each: Field (composed of two outcomes: Subject Matter and Pedagogical Knowledge), Mode (composed of two outcomes: Knowledge of Orientation and Knowledge of Discernment Knowledge), and Context (composed of two outcomes: Knowledge of Individual and Knowledge of Environment Knowledge).
Published in Chapter:
Mathematics Education Technology Professional Development: Changes over Several Decades
Shannon O. Driskell (University of Dayton, USA), Sarah B. Bush (Bellarmine University, USA), Robert N. Ronau (University of Cincinnati, USA), Margaret L. Niess (Oregon State University, USA), Christopher R. Rakes (University of Maryland – Baltimore County, USA), and David K. Pugalee (University of North Carolina – Charlotte, USA)
Copyright: © 2016 |Pages: 30
DOI: 10.4018/978-1-5225-0120-6.ch005
Abstract
The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.
Full Text Chapter Download: US $37.50 Add to Cart
More Results
Chapter 1
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades
A model used to organize teacher outcomes which includes three components with two outcomes each: Field (composed of two outcomes: Subject Matter and Pedagogical Knowledge), Mode (composed of two outcomes: Knowledge of Orientation and Knowledge of Discernment Knowledge), and Context (composed of two outcomes: Knowledge of Individual and Knowledge of Environment Knowledge).
Published in Chapter: The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades; From: Handbook of Research on Teacher Education in the Digital Age
Full Text Chapter Download: US $37.50 Add to Cart
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