Abstract

Undergraduate and graduate mathematics teacher education frameworks must ensure professional development of two groups of practitioners within the community of mathematics educators, namely pre-service and in-service mathematics teachers. The relationship between them serves as an example of connection theory and practice in mathematics teacher education. The theory--in the form of models of teachers' interactions and teachers' flexibility--- emerges from careful analysis of in-service teacher dialogue with their students, colleagues, and mentors. It is implemented in practice with pre-service teachers in order to raise the quality of their discourse about teaching. This implementation sheds new light on the role and function of the proposed models.

Citation

Leikin, R. (2005). Qualities of Professional Dialogue: Connecting Graduate Research on Teaching and the Undergraduate Teachers' Program. International Journal of Mathematical Education in Science and Technology, 36(2), 235-254. Retrieved August 7, 2024 from https://www.learntechlib.org/p/165782/.

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Keywords

• Mathematics Teachers
• preservice teacher education