The purpose of this study was to determine the modes of acquisition of Shanghai elementary mathematics teachers’ pedagogical content knowledge within their communities of practice. This study uses the qualitative multiple-case study with a survey research approach with two teachers in two public elementary schools, one each from an urban and a suburban district of Shanghai. In total, forty-four teachers, four teaching research coordinators in the two districts and city, one university professor, and four school administrators were involved in the study. The study shows that Shanghai elementary mathematics teachers acquire and develop their pedagogical content knowledge through positive mentorship; active participation in Teaching Research Group activities in the schools, districts, and city; and informal and formal communications with their colleagues in their school communities. The teaching research coordinators help teachers to better understand the elementary mathematics curriculum, topics, and teaching materials, and students’ learning of mathematics. School policies encourage, support, and ensure that teachers’ professional learning and development occur through their participation within teacher-supported communities of practice. This study has implications for the teachers’ communities of practice, in that policy makers and school administrators should enable teachers to share their teaching practices to improve their mathematics pedagogical content knowledge, and therefore improve students’ learning of mathematics.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 168-173). Also available in print.

Thesis (M.S. in Psychology)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 76-81).

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 419-443).

Thesis (PhD(Education Management))--Universiteit van Pretoria, 2000. / Includes bibliographical references.

This study has examined the perceptions, knowledge and attitudes of pre-service teachers prior to and after a Project WET workshop within their science education and science methods courses at Ball State University. The attitudes and opinions of the pre-service teacher study group were compared to a pre-service teacher control group before and after the workshop. There is evidence to support that those who are exposed to Project WET will have increased knowledge and changed attitudes about water resources. This study found that teaching styles of instructors as well as the activities they choose can affect what is learned in a workshop by the participants. It was also found that pre-service teachers who participate in an environmental education workshop, such as Project WET, are more likely than those who do not participate in such a workshop to report that they felt more confident in their ability to teach science and that they plan to use the materials they received in the future. / Department of Natural Resources and Environmental Management

Thesis (M. Ed.(CIE))-University of Pretoria, 2007. / Includes bibliographical references (leaves 124-134) Available on the Internet via the World Wide Web.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph.D.) --Edith Cowan University, 2005. / Submitted to the Faculty of Community Services, Education and Social Sciences. Includes bibliographical references.