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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

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Spelling suggestions: "subject:"professionnelles abrissen"" "subject:"professionnelles abgerissen""

1

Accompanying “in-service teaching” internships of prospective mathematics teachers – a model for encouraging exchange between theory and practice using the triple coaching approach

Kuntze, Sebastian, Wagner, Anke, Wörn, Claudia 04 May 2012 (has links) (PDF)
Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.
Lehrer(innen)fortbildung
Lehramtsstudierende
Schulpraktikum
Coaching
professionelles Wissen
teacher development
pre-service teachers
school internship
coaching
professional knowledge
ddc:510
rvk:SD 2009
2

Accompanying “in-service teaching” internships of prospective mathematics teachers – a model for encouraging exchange between theory and practice using the triple coaching approach

Kuntze, Sebastian, Wagner, Anke, Wörn, Claudia 04 May 2012 (has links)
Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.
info:eu-repo/classification/ddc/510
ddc:510

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