001446601 000__ 03420cam\a2200517\a\4500
001446601 001__ 1446601
001446601 003__ OCoLC
001446601 005__ 20230310004008.0
001446601 006__ m\\\\\o\\d\\\\\\\\
001446601 007__ cr\un\nnnunnun
001446601 008__ 220510s2022\\\\gw\\\\\\ob\\\\000\0\eng\d
001446601 019__ $$a1314854572$$a1314892290$$a1317329789
001446601 020__ $$a9783658372361$$q(electronic bk.)
001446601 020__ $$a3658372362$$q(electronic bk.)
001446601 020__ $$z3658372354
001446601 020__ $$z9783658372354
001446601 0247_ $$a10.1007/978-3-658-37236-1$$2doi
001446601 035__ $$aSP(OCoLC)1315642198
001446601 040__ $$aEBLCP$$beng$$epn$$cEBLCP$$dGW5XE$$dYDX$$dOCLCF$$dOCLCQ$$dUKAHL$$dOCLCQ
001446601 043__ $$aa-cc-sm
001446601 049__ $$aISEA
001446601 050_4 $$aQA14.C6
001446601 08204 $$a510.71$$223/eng/20220513
001446601 1001_ $$aLu, Xiaoli.
001446601 24510 $$aNovice mathematics teachers' professional learning :$$ba multi-case study in Shanghai /$$cXiaoli Lu.
001446601 260__ $$aWiesbaden :$$bSpringer Spektrum,$$c2022.
001446601 300__ $$a1 online resource (212 pages)
001446601 336__ $$atext$$btxt$$2rdacontent
001446601 337__ $$acomputer$$bc$$2rdamedia
001446601 338__ $$aonline resource$$bcr$$2rdacarrier
001446601 4901_ $$aPerspektiven der Mathematikdidaktik
001446601 504__ $$aIncludes bibliographical references.
001446601 5050_ $$aIntroduction -- Literature Review -- Methodology -- The Case of Doris -- The Case of Jerry -- The Case of Tommy -- The Mentorship of Doris, Jerry and Tommy -- Discussion and Conclusion of the study.
001446601 506__ $$aAccess limited to authorized users.
001446601 520__ $$aThis book investigates three novice high school mathematics teachers professional learning processes in the early stages of their careers at schools in Shanghai, China. Teacher professional learning is examined as a complex and dynamic system that connects both cognitive and situated perspectives on learning theory. Inspiring mathematics teachers to adopt student-focused pedagogies is challenging, particularly in China where tensions in teacher-centred, content-focused and examination-oriented practices are predominant. The three novice teachers who participated in this study brought different beliefs and knowledge derived from their different individual experiences to bear on their teaching practices. However, they were strongly influenced by the environments in which they taught and mainly adopted a professional learning approach to teacher-centred practices, despite reporting that they favoured student-centred teaching practices. The study also observed professional learning towards student-centred pedagogical aspects in a single teacher case with mentorship support, indicating that student-centred pedagogies may be promoted within the constraints of the existing dominant teaching practice. About the author Xiaoli Lu majors in Mathematics Education at East China Normal University.
001446601 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed May 13, 2022).
001446601 650_0 $$aMathematics teachers$$xTraining of$$zChina$$zShanghai.
001446601 655_0 $$aElectronic books.
001446601 77608 $$iPrint version:$$aLu, Xiaoli.$$tNovice Mathematics Teachers' Professional Learning.$$dWiesbaden : Springer Fachmedien Wiesbaden GmbH, ©2022$$z9783658372354
001446601 830_0 $$aPerspektiven der Mathematikdidaktik.
001446601 852__ $$bebk
001446601 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-658-37236-1$$zOnline Access$$91397441.1
001446601 909CO $$ooai:library.usi.edu:1446601$$pGLOBAL_SET
001446601 980__ $$aBIB
001446601 980__ $$aEBOOK
001446601 982__ $$aEbook
001446601 983__ $$aOnline
001446601 994__ $$a92$$bISE