Konrad Krainer is professor and Dean of the Faculty for Interdisciplinary Studies at the University of Klagenfurt in Austria. He worked several years as mathematics teacher and wrote his doctoral and habilitation theses in the field of mathematics education. Konrad Krainer was guest professor and visiting scholar at universities in Athens (GA), Duisburg, Iowa City, Melbourne and Prague. He was a founding member of ERME and associate editor of JMTE. His recent research focuses on mathematics teacher education, related to school development and educational system development (implementation, scaling up innovations), co-editing special issues in ESM, IJSME and ZDM.
Supporting mathematics students’ and teachers’ learning: the importance of linking research, policy and practice
Teacher education and professional development aim at teachers’ learning, with the intention to promote students’ learning (both as an individual and a societal benefit). In order to foster these goals, a close link between research, policy and practice is needed: researchers recommend (intended) curricula, policy makers decide (intended) curricula, and teachers implement curricula, all of them influencing what we get as students’ achieved curricula. Teacher education and professional development initiatives have the goal to observe the gaps between the intended, the implemented and the achieved, to support (student) teachers in understanding and constructively working on the corresponding challenges.