Online Mathematics Teacher Education in the US: A Status Report
Dinglei Huang, University of Mount Union, United States ; Azita Manouchehri, The Ohio State University, United States
CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The advancement of online technologies in recent years has increased the number of teacher learning opportunities offered in virtual environments. The development of the online medium for educational purposes has raised challenges for organizing and conducting professional development for teachers, especially relative to the ways subject matter disciplinary knowledge may be facilitated in such a medium. Using a survey instrument, data were collected from a national sample of mathematics teacher educators related to the content of their pedagogical practices in online mathematics teacher education. Results highlighted eight dimensions associated with mathematics teacher educators’ decisions when designing and implementing online mathematics teacher professional development or academic courses. Knowledge required for mathematics teacher educators for each dimension of decisions is discussed.
Huang, D. & Manouchehri, A. (2019). Online Mathematics Teacher Education in the US: A Status Report. Contemporary Issues in Technology and Teacher Education, 19(2), 171-194. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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