000			02303nam a22003975i 4500
001			978-94-6091-433-1
003			DE-He213
005			20140220083836.0
007			cr nn 008mamaa
008			110722s2011 ne | s |||| 0|eng d
020			_a9789460914331 _9978-94-6091-433-1
024	7		_a10.1007/978-94-6091-433-1 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPB _2bicssc
072		7	_aEDU029010 _2bisacsh
082	0	4	_a370 _223
100	1		_aRoesken, Bettina. _eauthor.
245	1	0	_aHidden Dimensions in the Professional Development of Mathematics Teachers _h[electronic resource] : _bIn-Service Education for and with Teachers / _cby Bettina Roesken.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aX, 171p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aProfessional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher’s one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical and an empirical perspective. In particular, the initiative Mathematics Done Differently that has been run in Germany is presented, in whose context the data of the empirical study was gathered. The empirical findings led to postulating a model describing teachers’ individual growth pathways and to providing implications for constructing practices that are based on what teachers really need.
650		0	_aEducation.
650		0	_aMathematics.
650	1	4	_aEducation.
650	2	4	_aMathematics Education.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-433-1
912			_aZDB-2-SHU
999			_c109634 _d109634