View : 100 Download: 0

Knowledge expectations in mathematics teacher preparation programs in South Korea and the United States: Towards international dialogue

Title
Knowledge expectations in mathematics teacher preparation programs in South Korea and the United States: Towards international dialogue
Authors
Kim R.Y.Ham S.-H.Paine L.W.
Ewha Authors
김래영
SCOPUS Author ID
김래영scopus
Issue Date
2011
Journal Title
Journal of Teacher Education
ISSN
0022-4871JCR Link
Citation
vol. 62, no. 1, pp. 48 - 61
Indexed
SSCI; SCOPUS WOS scopus
Abstract
As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the findings from this study suggest that transnational commonalities and national differences exist simultaneously in social expectations for teacher knowledge. The authors argue that attending to both culturally contextualized and semantically decontextualized dimensions helps us have a more balanced comparative perspective from which we can better assess current conditions of teacher education. Constructive international dialogue can be facilitated by such a balanced perspective that may further enrich teacher education without ignoring either profound differences in sociohistorical contexts or important commonalities in epistemic models of teacher education across countries. © 2011 by the American Association of Colleges for Teacher Education.
DOI
10.1177/0022487110381999
Appears in Collections:
사범대학 > 수학교육과 > Journal papers
Files in This Item:
There are no files associated with this item.
Export
RIS (EndNote)
XLS (Excel)
XML


qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

BROWSE