Framework of the study Standards for excellence

The Australian Association of Mathematics Teachers (AAMT) Standards for Excellence in Teaching Mathematics in Australian Schools (AAMT 2002) were developed over a period of three years as a Strategic Partnerships with Industry Research Grant, in which Monash University was the research partner and AAMT was the industry partner. The methodology involved extensive consultation with teacher focus groups, with input and advice from the broader mathematics and mathematics education community. The development of the Standards for Excellence is set within a national and international context in which professional standards have become an increasingly important element in describing and promoting excellent teaching (NCTM, 1991; Ingvarson, 1995; Ramsey, 2000; Commonwealth of Australia, 2003).

The AAMT Standards for Excellence outline what teachers believe are the characteristics of highly accomplished teachers of mathematics, and provide both a framework against which teachers can be assessed and for teachers' on-going professional learning. They outline three domains in which excellence in teaching mathematics is evident: professional knowledge, professional practice and professional attributes. Professional knowledge includes knowledge of mathematics, of students and of how children learn mathematics. Professional practice includes creating an effective learning environment, planning for learning, teaching in action, and incorporating appropriate assessment in teaching. Professional attributes include personal attributes such as enthusiasm for teaching mathematics, a commitment to personal professional development and adopting community responsibilities such as promoting mathematics.

The Standards for Excellence are intended to serve at least two major purposes: enabling a transparent and defensible method of accrediting teachers of mathematics as highly accomplished teachers, and providing a framework for effective professional development. They thus provide a description of one high-level step along a teacher's professional journey, and a vision of teacher identity at this point.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم الشؤون الدينية يُطلق دورة فقهية دينية لملاكات مستشفى الكفيل

شعبة فاطمة بنت أسد للدراسات القرآنية تعلن نتائج مسابقة (ميثاق الرسول)

شعبة الخطابة الحسينية النسوية تنظّم مسابقة فرقية لطالبات برنامج ثمار العطاء

قسم العلاقات ينظم ورشة عن فن الإقناع والتواصل الفعّال للطلبة المنسقين

المزيد

الآخبار الصحية

تغيير بسيط في نمط التفكير قد يحدث فرقا كبيرا لصحة الدماغ ؟

لماذا ينعشنا المشروب الساخن في الطقس الحار؟

علماء يكتشفون فئة دم فريدة من نوعها في العالم !

لماذا ينصح الأطباء بزيت الزيتون يوميا؟

المزيد

الآخبار التكنلوجية

حساس الإطارات.. ما هو وعلامات تلفه وكيفية صيانته؟

ما معنى أودي Quattro؟ سر الأداء والتميز الهندسي ؟!

فصل الشاحن أم الهاتف أولا؟.. عادات بسيطة تطيل عمر البطارية

تعود للقرن الرابع قبل الميلاد.. اكتشاف بقايا "إيمت" المصرية

المزيد

مواضيع ذات صلة

Results and discussion

Methodology

Teacher identity

Sustainable assessment

Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice Summary

Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice Summary

Peer observation, feedback and support strategies

The Teaching Portfolio as a tool to support reflection

Encouraging reflection on teaching and learning

Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice

Preliminary conclusions

Complexity of the framework