Skip to main content
SpringerLink
Log in

Integrating Knowledge and Practice at Manor in the Development of Providers of Professional Development for Teachers

  • Published:
Journal of Mathematics Teacher Education Aims and scope Submit manuscript

Abstract

The overriding aim of MANOR – a national mathematics teacher center – in the last decade has been to provide a theoretically sound, research-based and practically feasible framework to support Professional Development (PD) for teachers of mathematics at a time of curriculum reform in Israel. This paper focuses on the preparation of, and support for, providers of PD for teachers of mathematics, offered at MANOR. The paper describes various components of MANOR (the MANOR Program, Forum, Conferences, individual support, and Resource Files) after 10 years of activity, situating MANOR in the Israeli context. The paper also elaborates the theoretical orientations on which MANOR draws, with relation to a central characteristic of MANOR, namely, the integration of knowledge and practice in the development of PD providers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • InstitutionalAuthorNameACME (Advisory Committee on Mathematics Education) (2002) Continuing professional development for teachers of mathematics ACME, the Royal Society London, UK

    Google Scholar 

  • D.L. Ball D.K. Cohen (1999) Developing practice, developing practitioners: Toward a practice-based theory of professional education G. Sykes L. Darling-Hammond (Eds) Teaching as the learning profession: Handbook of policy and practice Jossey Bass San Francisco 3–32

    Google Scholar 

  • J. Boaler D.L. Ball R. Even (2003) Preparing mathematics education researchers for disciplined inquiry: Learning from, in, and for practice A.J. Bishop M.A. Clements C. Keitel J. Kilpatrick F. K. S. Leung (Eds) Second international handbook of mathematics education Kluwer The Netherlands 491–521

    Google Scholar 

  • R. Even (1999a) ArticleTitleThe development of teacher-leaders and in-service teacher educators Journal of Mathematics Teacher Education 2 3–24 Occurrence Handle10.1023/A:1009994819749

    Article  Google Scholar 

  • R. Even (1999b) ArticleTitleIntegrating academic and practical knowledge in a teacher leaders’ development program Educational Studies in Mathematics 38 235–252 Occurrence Handle10.1023/A:1003665225190

    Article  Google Scholar 

  • R. Even (2000) The Manor Resource Materials for teacher-leaders and educators A. Gagatsis G. Makrides (Eds) Proceedings of the 2nd Mediterranean conference on mathematics education NumberInSeriesVol. 2, Nicosia Cyprus 472–479

    Google Scholar 

  • Even R. & Bar-Zohar, H. (1997). Project for the preparation of mathematics teacher-leaders: Summary and evaluation of activities 1993–1996. Technical Report: Rehovot, Israel: Weizmann Institute

  • R. Even G. Lappan (1994) Constructing meaningful understanding of mathematics content D.B. Aichele A.F. Coxford (Eds) Professional development for teachers of mathematics 1994 Yearbook NCTM Reston, VA 128–143

    Google Scholar 

  • R. Even N. Robinson M. Carmeli (2003) ArticleTitleThe work of providers of professional development for teachers of mathematics: Two case studies of experienced practitioners International Journal of Science and Mathematics Education 1 IssueID2 227–249 Occurrence Handle10.1023/B:IJMA.0000016850.25593.49

    Article  Google Scholar 

  • R. Even D. Tirosh (2002) Teacher knowledge and understanding of students’ mathematical learning L. English (Eds) Handbook of international research in mathematics education Laurence Erlbaum Mahwah, NJ 219–240

    Google Scholar 

  • R. Hershkowitz B.B. Schwarz (1999) ArticleTitleThe emergent perspective in rich environment: Some roles of tools and activities in the construction of sociomathematical norms Educational Studies in Mathematics 39 IssueID1 149–166 Occurrence Handle10.1023/A:1003769126987

    Article  Google Scholar 

  • A. Hofstein R. Even (2001) Developing chemistry and mathematics teacher leaders in Israel C.R. Nesbit J.D. Wallace D.K. Pugalee A.-C. Miller W.J. DiBiase (Eds) Developing teacher leaders in science and mathematics: The role of professional development ERIC Center for Mathematics, Science and Environmental Education Columbus, OH 189–208

    Google Scholar 

  • M. Lampert (1990) ArticleTitleWhen the problem is not the question and the solution is not the answer: Mathematical knowing and teaching American Educational Research Journal 27 IssueID1 225–282

    Google Scholar 

  • J. Lave E. Wenger (1991) Situated learning: Legitimate peripheral participation Cambridge University Press Cambridge, England

    Google Scholar 

  • G. Leinhardt K.M. McCarthy Young J. Merriman (1995) ArticleTitleIntegrating professional knowledge: The theory of practice and the practice of theory Learning and Instruction 5 IssueID4 401–408 Occurrence Handle10.1016/0959-4752(95)00025-9

    Article  Google Scholar 

  • S. Loucks-Horsley P.W. Hewson N. Love K.E. Stiles (1998) Designing professional development for teachers of science and mathematics Corwin Press Thousand Oaks, CA

    Google Scholar 

  • InstitutionalAuthorNameNCTM (National Council of Teachers of Mathematics). (1991) Professional standards for teaching mathematics Author Reston, VA

    Google Scholar 

  • InstitutionalAuthorNameNCTM (National Council of Teachers of Mathematics). (2000) Principles and standards for school mathematics Author Reston, VA

    Google Scholar 

  • Reference Group on Teacher Standards, Quality and Professionalism. (2003). A national statement from the teaching profession on teacher standards, quality and professionalism. Retrieved November 9, 2003, from the Australian College of Educators’ Website: http://www.austcolled.com.au/whatsnewpage.html

  • A.H. Schoenfeld (1994) Reflections on doing and teaching mathematics A.H. Schoenfeld (Eds) Mathematical thinking and problem solving Erlbaum Hillsdale, NJ 53–70

    Google Scholar 

  • A. Sfard (1998) ArticleTitleOn two metaphors for learning and the dangers of choosing just one Educational Researcher 27 IssueID2 4–13

    Google Scholar 

  • InstitutionalAuthorNameSuperior Committee on Science Mathematics and Technology Education in Israel (1992) Tomorrow 98: Report Ministry of Education Culture and Sport Jerusalem, ISRAEL

    Google Scholar 

  • E. Yackel P. Cobb (1996) ArticleTitleSociomathematical norms, argumentation, and autonomy in mathematics Journal for Research in Mathematics Education 27 458–477

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel

    Ruhama Even

Authors
  1. Ruhama Even
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ruhama Even.

Additional information

Note: Based on a paper presented at the Presidential Invited Symposium on “Social Contexts and Practices for Promoting Teacher Learning: Insights from Professional Development Research Projects in Mathematics and Science in South Africa, Portugal, and Israel” at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA, USA, April 2004.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Even, R. Integrating Knowledge and Practice at Manor in the Development of Providers of Professional Development for Teachers. J Math Teacher Educ 8, 343–357 (2005). https://doi.org/10.1007/s10857-005-0855-3

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10857-005-0855-3

Keywords

Search

Navigation