Search results for: Loewenberg Ball Deborah

In this paper, the authors argue for making practice the core of teachers’ professional preparation. The authors set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors offer examples of what might be involved in teaching practice. The authors conclude with a discussion of challenges of and resources for the enterprise.

A study was conducted in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. Psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States.