@inbook{37631f85b6ca4bc4b8f4a40b476abe89,
title = "Mathematics Teachers{\textquoteright} Professional Development: Processes of Learning in and from Practice",
abstract = "In this chapter we claim that many of the changes and current approaches to professional development reflect not only educational changes but also a significant change in our understanding of what constitutes learning. New approaches to learning lead to new organization of professional development initiatives for teachers, and the move from an acquisition to a participation metaphor brings changes to the ways in which the professional development of mathematics teachers is conceived and implemented. In contrast to the training model of professional development, we characterize the practice-based model as focused primarily on expanding teachers{\textquoteright} participation in the practices of what constitutes teaching.",
keywords = "Lesson Study, Mathematics Teacher, Professional Development, Teacher Professional Development, Training Model",
author = "Matos, {Jo{\~a}o Filipe} and Arthur Powell and Paola Sztajn and L. Ejersb{\o} and J. Hovermill and Matos, {Jo{\~a} Filipe}",
note = "Publisher Copyright: {\textcopyright} 2009, Springer Science+Business Media LLC.",
year = "2009",
doi = "10.1007/978-0-387-09601-8_19",
language = "English (US)",
series = "New ICMI Study Series",
publisher = "Springer",
pages = "167--183",
booktitle = "New ICMI Study Series",
}