Secondary school mathematics teacher education in the Netherlands

Auteurs Joke Daemen , Ton Konings , Theo van den Bogaart
Gepubliceerd in M. Van den Heuvel-Panhuizen (Ed.). National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education.
Publicatiedatum 2020
Lectoraat Wiskundig en analytisch vermogen van professionals
Soort publicatie Boek

Samenvatting

In this chapter, we discuss the education of secondary school mathematics teachers in the Netherlands. There are different routes for qualifying as a secondary school mathematics teacher. These routes target different student teacher populations, ranging from those who have just graduated from high school to those who have already pursued a career outside education or working teachers who want to qualify for teaching in higher grades. After discussing the complex structure this leads to, we focus on the aspects that these different routes have in common. We point out typical characteristics of Dutch school mathematics and discuss the aims and challenges in teacher education that result from this. We give examples of different approaches used in Dutch teacher education, which we link to a particular model for designing vocational and professional learning environments.We end the chapter with a reflection on the current situation.

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  • Theo van den Bogaart | onderzoeker | lectoraten Betekenisvol Digitaal Innoveren & Didactiek van Wiskunde en Rekenen
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    • Lectoraten: Betekenisvol Digitaal Innoveren, Wiskundig en analytisch vermogen van professionals

Taal Engels
Gepubliceerd in M. Van den Heuvel-Panhuizen (Ed.). National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education.
ISBN/ISSN URN:ISBN:978-3-030-33824-4
Trefwoorden mathematics teacher education, secondary school, the Netherlands
Digital Object Identifier https://doi.org/10.1007/978-3-030-33824-4_9
Paginabereik 147-175

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