Mathematics Teacher Professional Development

Abstract

So far, professional development has been discussed from an international perspective. Since chapter 4 is concerned with presenting a specific initiative for professional development, the particular context of mathematics teacher education in Germany will be outlined in this chapter. The last comprehensive overview goes back to the work by Andrea Peter in 1996 who reflected the specific national situation against the Australian one. Much progress in the field can be stated from that time on, particularly, a shift from viewing in-service education as being rather isolated to being part of continuing professional development has emerged. What is elaborated on in the following are the current educational debate in Germany in general and aspects of mathematics teacher in-service education and training in particular.