Culture of Evidence-based Mathematics Education for New Teachers (CEMENT) : Final Report of the Building the Culture of Evidence-based Practice in Teacher Preparation for Mathematics Teaching.
Final report from a project that addressed a key identified need in Australia: the provision of quality teachers of mathematics at all levels of the pre-tertiary system through evidence-based improvement of pre-service teacher education programs. It was timely in view of the recent development of na...
| Institutions: | University of Tasmania University of Queensland University of New England University of Melbourne Flinders University Charles Darwin University |
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| 主要な著者: | , |
| 出版事項: |
Office for Learning and Teaching
2013
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| 主題: | |
| オンライン･アクセス: | /resources/PP10_1638_callingham_report_2013.pdf |
| 要約: | Final report from a project that addressed a key identified need in Australia: the provision of quality teachers of mathematics at all levels of the pre-tertiary system through evidence-based improvement of pre-service teacher education programs. It was timely in view of the recent development of national standards for Graduate Teachers and calls for greater accountability for tertiary institutions. The project provided tools for universities to monitor their mathematics education courses in terms of students' outcomes, and processes to bring about changes based on the evidence collected. It provided guidance to teacher education institutions about effective programs and a model for other disciplines to develop accountability tools. |
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| ISBN: | 9781922125095 (web ed) 9781922125095 (print ed) 9781922125095 (web ed) 9781922125095 (print ed) |
