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Endangered Practices

Writing feminist research


Kate Bower, Teena Clerke and Alison Lee


Len Cairns and John Stephenson

Ethical Practice as Relational Work

A New Frontier for Professional Learning?


Carmen Dalli and Sue Cherrington

Facing the Challenges of Writing

Finding courage and conviction


Debbie Horsfall

Framing Research Questions and Writing Philosophically

The role of framing research questions


Franziska Trede and Joy Higgs

From Compton to the Halls of Academia

Reflections on the Schizophrenic Habitus of a Chicano Scholarship Boy


Juan F. Carrillo

Sigrid Blömeke, Anja Felbrich and Christiane Müller

A person’s beliefs constitute a vital part of one’s professional competences as beliefs are crucial to the perception of situations and as they also influence our choice of actions. How-ever, beliefs are not a well-defined construct. The present paper focuses on beliefs of future teachers about the nature of mathematics. Its aim is to inquire the structure and level of these beliefs. In the first part of the paper models of belief structure known from the literature will be reviewed. The second part presents analyses on the structure of the beliefs which are based on data from 849 students of teacher education institutions in three Federal States of Germany. These data originate from the P-TEDS study which explores and compares mathematics teacher education in Bulgaria, Germany, Mexico, South Korea, Taiwan, and the United States. P-TEDS has been conceptualized as a prepatory study for the “Teacher Education and Development Study: Learning to teach mathematics (TEDS-M)” carried out by the IEA beginning in 2006 in order to develop and pilot instruments for assessment in an international context.

Going Where There Is No Path

The Journey of a Working Class Academic


Claudia L. Aman