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Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel’s Report

HILDA BORKO is professor of education in the School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305; hildab{at}stanford.edu. Her research explores the process of learning to teach, with an emphasis on changes in novice and experienced teachers’ knowledge and beliefs about teaching and learning, and their classroom practices as they participate in teacher education and professional development programs

Jennifer A. Whitcomb

JENNIFER A. WHITCOMB is the assistant dean for teacher education at the University of Colorado at Boulder, UCB 249, Boulder, CO 80309; jennie.whitcomb{at}colorado.edu. Her research interests include teacher learning, teacher education programs and practice, and teacher education policy

This article considers the analyses and recommendations presented in Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008), especially the chapters addressing teachers and teacher education (chap. 6) and instructional practices (chap. 7). The authors highlight critical recommendations; identify potential gaps in the specification of topics and review of research; and suggest ways to develop a coherent, systematic strategy to enact recommendations that will improve the quality of the teaching force and mathematics instruction. They organize their comments about the Panel’s findings and recommendations around two broad questions: What issues are (and are not) part of the conversation? and What evidence informs (and does not inform) the conversation?

Key Words: learning processes/strategies • mathematics education • teacher characteristics • teacher education/development • teacher knowledge

Educational Researcher, Vol. 37, No. 9, 565-572 (2008)
DOI: 10.3102/0013189X08328877


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