Abstract
Mathematics teacher education is a composite of many influences and purposes not the least of which is the propensity of many teachers to provide students with a caring environment in which to learn mathematics in an efficient manner. But reform teaching, rooted in Dewey’s notion of education in a democratic society, is predicated on processes that evoke reasoning and problem-solving not just efficiency of providing information. The education of teachers to teach from such a process-oriented perspective is fraught with difficulty and thus presents a certain moral dimension which is considered in this chapter. Research indicates that change away from predictability and toward the problematic is often a difficult journey for teachers. A theoretical perspective for conceptualizing teachers’ professional development is offered along with an analysis of the paradoxes and perils associated with implementing reform-oriented teacher education programs.
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Cooney, T.J. (2001). Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_1
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DOI: https://doi.org/10.1007/978-94-010-0828-0_1
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