Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kim, Rae Young | - |
dc.contributor.author | Ham, Seung Hwan | - |
dc.contributor.author | Paine, Lynn W | - |
dc.date.accessioned | 2022-07-16T21:41:46Z | - |
dc.date.available | 2022-07-16T21:41:46Z | - |
dc.date.created | 2021-05-13 | - |
dc.date.issued | 2011-02 | - |
dc.identifier.issn | 0022-4871 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/169012 | - |
dc.description.abstract | As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the findings from this study suggest that transnational commonalities and national differences exist simultaneously in social expectations for teacher knowledge. The authors argue that attending to both culturally contextualized and semantically decontextualized dimensions helps us have a more balanced comparative perspective from which we can better assess current conditions of teacher education. Constructive international dialogue can be facilitated by such a balanced perspective that may further enrich teacher education without ignoring either profound differences in sociohistorical contexts or important commonalities in epistemic models of teacher education across countries. | - |
dc.language | 영어 | - |
dc.language.iso | en | - |
dc.publisher | AMER ASSOC COLL TEACH EDUC | - |
dc.title | Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Ham, Seung Hwan | - |
dc.identifier.doi | 10.1177/0022487110381999 | - |
dc.identifier.scopusid | 2-s2.0-79551476550 | - |
dc.identifier.wosid | 000291784600005 | - |
dc.identifier.bibliographicCitation | JOURNAL OF TEACHER EDUCATION, v.62, no.1, pp.48 - 61 | - |
dc.relation.isPartOf | JOURNAL OF TEACHER EDUCATION | - |
dc.citation.title | JOURNAL OF TEACHER EDUCATION | - |
dc.citation.volume | 62 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 48 | - |
dc.citation.endPage | 61 | - |
dc.type.rims | ART | - |
dc.type.docType | 정기학술지(Article(Perspective Article포함)) | - |
dc.description.journalClass | 1 | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.subject.keywordAuthor | mathematics education | - |
dc.subject.keywordAuthor | social expectations for teacher knowledge | - |
dc.subject.keywordAuthor | sociohistorical contexts | - |
dc.subject.keywordAuthor | teacher education/development | - |
dc.subject.keywordAuthor | transnational discourses on education | - |
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