Book Review: What is the most important source of teachers’ knowledge? Lianghuo Fan (2014) Investigating the pedagogy of mathematics: how do teachers develop their knowledge?
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Since the 1980s, efforts to improve the quality of education have increasingly led to more attention from policymakers, school administrators, teacher educators, and researchers for teachers’ professional development. One of the key topics concerning this issue involves teachers’ knowledge, partly popularized by Shulman’s (1986) seminal work on Pedagogical Content Knowledge. Related research has grown rapidly since the mid-1980s, mainly around three aspects: what knowledge should teachers have, what knowledge do teachers actually have, and how do teachers develop their knowledge? In contrast with the first two aspects, the third aspect has been studied less systematically, especially in the last two decades. As a result, there still is much to explore. Professor Lianghuo Fan’s book, Investigating the Pedagogy of Mathematics: How do Teachers Develop Their Knowledge?, contributes to the literature.
Overview of this book
We appreciate the constructive comments and suggestions made by Dr. Gail FitzSimons on the earlier manuscripts of this review.
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