|
|||||
|
|
Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education |
|
| Institution: | 1. Department of Psychology, University of Sheffield, UK;2. Open University, The Netherlands;3. Department of Education, University of York, UK;1. Freudenthal Institute, Faculty of Science, Utrecht University, Utrecht, The Netherlands;2. Freudenthal Group, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;1. Universidad Autónoma de Baja California, Mexico;2. Universität Oldenburg, Germany;3. University of Hertfordshire, United Kingdom;1. School of Education, University of Cincinnati, 615 Teachers-Dyer Complex, 2610 McMicken Circle, Cincinnati, OH, 45221-0022, USA;2. School of Education and Social Policy, Northwestern University, Annenberg Hall, Room 309, 2120 Campus Drive, Evanston, IL, 60208, USA |
| Abstract: | This article presents a systematic literature review about disciplinary expert teachers in primary science and mathematics education. This is a timely synthesis of the literature, as current reforms in teacher education in Australia and internationally require primary teachers to have specialised knowledge in a learning area. Systematic review protocols were used to identify and evaluate the relevance of numerous articles of which thirty-seven were included in the final analysis. Findings show insufficient evidence about whether expert teachers have a positive impact on instructional quality and student learning. Implications are discussed with reference to the current policy moment in Australia and teacher education more broadly. |
| Keywords: | Expert teacher Teacher education Primary education Science education Mathematics education |
| 本文献已被 ScienceDirect 等数据库收录！ | |