1. ICME 9 – Japan, 2000 WGA 7 – In-service and pre-service education of mathematics teachers Peter Sullivan – Ruifen Tang (CO) João Pedro da Ponte - jponte@fc.ul.ptjponte@fc.ul.pt Universidade de Lisboa Portugal

2. Summary 1. Objectives 2. Variety of research 3. Fields of work 4. Processes 5. Contexts 6. Changes 7. Topics requiring further attention

3. Objectives 4 Study practices of teacher education in particular countries or situations 4 Identify significant issues and trends across national and cultural contexts 4 Inform future developments in mathematics teacher education through sharing of experiences in contributing countries

4. Variety 4 Stages, Functions –Pre-service, induction, in-service, leadership roles, advisory, teacher education... 4 Levels –Primary, middle, secondary, higher education 4 Research genres –Naturalistic - teachers, groups of teachers, programs –Intervention - “recycling”, teacher training, teacher education, teacher professional development, partnerships, program design

5. Fields 4 Mathematical and professional knowledge –Basic and advanced mathematics, applications, use of technology –Instructional, pedagogical content knowledge 4 Competencies/skills –Relationship with the pupil –New teaching and evaluation methods 4 Values/attitudes –Mathematics, children –Self-development –Culture of collaboration

6. Fields Programs and policies 4 Programs –Initiatives –Goals –Program structure, roles 4 Policies –Standards, regulations –Curriculum innovation –Resources

7. Processes Reflecting and collaborating 4 Reflecting on practice –Observing, questioning, discussing and theorizing practice –Experimenting new ideas in practice 4 Collaborating –Among teachers/student teachers –Among teachers/student teachers and teacher educators –Among teacher educators and school heads –Among teacher educators –Among institutions

8. Processes Investigating 4 Pupils’ –Discourse –Understanding 4 Classroom practice –Own –Others’ 4 Mathematics practice –Own –Pupils’ 4 To change beliefs and conceptions and construct professional knowledge – Regarding mathematics – Regarding mathematics teaching 4 To develop skills – Reflection 4 To develop professional identity and culture

9. Contexts Levels 4 Macro –National/social/cultural contexts –Tecnhology Multimedia Video and audio 4 Meso –Community contexts 4 Micro –School contexts, program level

10. Contexts Influences Educational Teacher Policy Education Teachers’ Research practice

11. Contexts Influences Research Society Concepts Technology Practices Curriculum (reform, restructuring) Standards Action-research projects International studies Large-scale projects (local communities) TEACHER EDUCATION

12. Contexts Focus 4 Curriculum and society –Social Modernity, cybernetics Standards –Technologies New: Multimedia Old: Video, audio –Curriculum change/innovation Global Manipulatives, problem solving, games Curriculum materials, problem solving 4 School, pupil, teacher –School impact –Listening to pupils –Agency –Learning and identity processes

13. Changes 4 Attention to processes –Investigation at different levels Student, student-teacher, teacher, teacher educator, researcher –Listening to pupils –Collaboration –... 4 Reshaping the scene –Integration of preservice and inservice TE –New partnerships –Accreditattion –...

14. Topics requiring attention 4 Teacher education and policy –At national levels –At local levels 4 New tecnologies –Video, multimedia –Distance learning 4 New issues facing teacher education –Teaching in multicultural classes –Dealing with technology literate pupils 4 An all-time issue –Bridging the gap teachers/researchers

16. Methodologies 4 Observations 4 Diaries 4 Interviews 4 Protocol analysis 4 Videotapes analysis 4 Collaborative meetings 4 Narratives –Written, digital