Brown & Borko (1992)

Becoming a Mathematics Teacher

• Authors: Catherine A. Brown and Hilda Borko
• Book: Handbook of Research on Mathematics Teaching and Learning
• Year: 1992

Focus is on "the characteristics of individuals in the process of becoming teachers" Reflects three research traditions: learning to teach, socialization, and adult development

Outline of Headings

• Assumptions About Becoming a Mathematics Teacher
• Learning to Teach
  • A Theoretical Framework from Cognitive Psychology
    • Teacher Knowledge
    • Teachers' Cognitive Processes
  • Acquiring the Knowledge and Cognitive Processes of Teaching
    • Studies of Expert and Novice Teachers
    • Studies of Novice Teachers' Learning to Teach
      • Teacher Education and Learning to Teach Study
      • Learning to Teach in Innovative Mathematics and Methods Courses
      • Novice Teachers' Preactive and Interactive Teaching
      • Knowledge Use in Learning to Teach
      • Knowledge Growth in Teaching
      • Patterns in Pre-service Studies of Learning to Teach Mathematics
    • In-service Studies of Learning to Teach
      • Cognitively Guided Instruction
      • The Second Grade Classroom Teaching Project
      • Patterns in In-service Teachers' Learning to Teach
  • Patterns and Implications in Learning to Teach
    • Content Knowledge
    • Pedagogical Content Knowledge
    • Pedagogical Reasoning
• Teacher Socialization
  • Teacher Socialization from a Functionalist Perspective
    • Experiences Prior to Formal Teacher Education
    • Influences of Elements of School Practice
    • Patterns in Functionalist Research
  • Teacher Socialization from the Interpretive Perspective
    • Patterns in Research from the Interpretivist Perspective
  • Teacher Socialization from the Critical Perspective
    • Patterns in Critical Studis of Socialization
  • Patterns and Implications in Teacher Socialization
• Teacher Development