PFL-Mathematics: Improving Professional Practice in Mathematics Teaching

Mathematics Teacher Education: Critical International Perspectives

Volumn , Issue , 2003, Pages 102-112

  Krainer, Konrad ^a  

^a Austrian Universities   (Austria)

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EID: 85138939519     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203486924-18     Document Type: Chapter

References (17)

1. Altrichter, H. and Krainer, K. (1996) ‘Wandel von lehrerarbeit und lehrerfortbildung’, in Krainer, K. and Posch, P. (eds) Lehrerfortbildung zwischen Prozessen und Produkten (pp. 33-51), Bad Heilbrunn: Klinkhardt.
2. Altrichter, H., Posch P. and Somekh, B. (1993) Teachers Investigate Their Work: An Introduction to the Methods of Action Research, London: Routledge.
3. Cooney, T.J. (1988) ‘Teachers’ decision making’, in Pimm, D. (ed.) Mathematics, Teachers and Children (pp. 273-86), London: Open University, Hodder and Stoughton.
4. Dörfler, W. (1991) ‘Forms and means of generalization in mathematics’, in Bishop, A., Mellin-Olsen, S. and van Dormolen, J. (eds) Mathematical Knowledge: Its Growth through Teaching, (pp. 63-85), Dordrecht: Kluwer.
5. Elliott, J. (1991) Action Research for Educational Change, Milton Keynes: Open University.
6. Fischer, R. and Malle, G. (1985) Mensch und Mathematik. Eine Einführung in didaktisches Denken und Handeln, Mannheim-Wien-Zürich: Bibliographisches Institut.
7. Fischer, R., Rainer, K., Malle, G., Posch, P., Zenkl, M. et al. (eds) (1985) Pädagogik und Fachdidaktik für Mathematiklehrer, Stuttgart: Hölder-Pichler-Tempsky, Wien und Teubner.
8. Kern, A. and Kröpfl, B. (1996) ‘Von PFL zu AFL — oder: Am Weg zur selbstorganisierten Gruppe Aktion forschende Lehrerlnnen’, in Krainer, K. and Pósch, P. (eds) Lehrerfortbildung zwischen Prozessen und Produkten, (pp. 111-24) Bad Heilbrunn: Klinkhardt.
9. Krainer, K. (1993a) ‘Powerful tasks: A contribution to a high level of acting and reflecting in mathematics instruction’, Educational Studies in Mathematics, 24, 1, pp. 1-29.
10. Krainer, K. (1993b) ‘Understanding students’ understanding: On the importance of cooperation between teachers and researchers’, in Bero, P. (ed.) Proceedings of the 3rd Bratislava International Symposium on Mathematical Education (pp. 1-22), Bratislava: Comenius University.
11. Krainer, K. (1994) ‘PFL-Mathematics: A teacher inservice education course as a contribution to the improvement of professional practice in mathematics instruction’, in Ponte, J. and Matos, I. (eds) Proceedings of the 18th Psychology in Mathematics Annual Meeting Vol. III (pp. 104-11), Lisboa: University of Lisboa.
12. Krainer, K. (in press) ‘Dimensions of teachers’ professional practice: Action, reflection, autonomy and networking’, in Proceedings of Norma 98, Norway: Kristiansand.
13. Krainer, K. and Posch, P. (eds) (1996) Lehrerfortbildung zwischen Prozessen und Produkten, Bad Heilbrunn: Klinkhardt (See review in Journal of Mathematics Teacher Education, 1, pp. 113-16, 1998).
14. Mayer, C. (1992) ‘Unpublished case study of PFL-mathematics 1991-93’, Klagenfurt: University of Klagenfurt/ IFF.
15. Peschek, W. (1996) ‘PFL — Eine wissenschaftliche wie auch persönliche Herausforderung’, in Krainer, K. and Posch, P. (eds) Lehrerfortbildung zwischen Prozessen und Produkten. (pp. 167-80) Bad Heilbrunn: Klinkhardt.
16. Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
17. Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann.