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Implementing the Standards: Keys to Establishing Positive Professional Inertia in Preservice Mathematics Teachers
Author(s) -
Mark Taylor P.
Publication year - 2002
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2002.tb17907.x
Subject(s) - mathematics education , professional standards , reform mathematics , professional development , field (mathematics) , connected mathematics , pedagogy , psychology , mathematics , engineering ethics , engineering , pure mathematics
This paper summarizes and integrates the lessons learned from the last decade of professional development efforts based on the standards of the National Council of Teachers of Mathematics (1989, 1991, 1995). The fundamental challenges to such reform are identified, then the rest of the paper is dedicated to strategies that have been helpful in overcoming these obstacles. The challenges include both the teachers' views of mathematics and their image of teaching. The Immerse and Instill approach describes strategies that encourage teachers to implement standards‐based teaching upon entering the teaching field (Immerse) as well as instilling some of the professional habits necessary to keep teachers and their students actively engaged (Instill).