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Change is an ongoing aspect of education and educators are always
seeking alternative and effective approaches to it. The approaches,
in the context of mathematics teacher education, discussed in this
book are based on joint work between the individuals involved in
the process. However, the factors that influence success within
co-operative or collaborative change processes have not been the
focus of scientific investigation. This book systematically
investigates collaborative endeavours in a number of different
domains of teacher education. The fifteen chapters in the four main
sections of the book explore and reflect on a variety of issues
related to collaborative mathematics teacher education practice and
research - such as classroom coaching, mentoring or co-learning
agreements - highlighting the evolution and implications of
collaborative enterprises in different cultural settings. The
resultant accounts should appeal to educational researchers,
research students and practitioners around the world.
This book systematically explores and reflects on a variety of
issues related to collaborative mathematics teacher education
practice and research - such as classroom coaching, mentoring or
co-learning agreements - highlighting the evolution and
implications of collaborative enterprises in different cultural
settings. It is relevant to educational researchers, research
students and practitioners.
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