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1.
《Studying Teacher Education》2013,9(1):81-95
In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the transformative framework of critical pedagogy coupled with a self-study of teacher education practices, this article explores how a teacher educator engages in research relating to the self, professional practice, and the analysis of the tensions surrounding otherness and oppression. Critical pedagogy provided the means and the methods to facilitate reflection upon her own earned and unearned privilege in society and paved the way for an agency of change in her practice. 相似文献
2.
AbstractThis article describes reflections of two mathematicians and a mathematics teacher educator who collaborated on the development and implementation of courses (probability and statistics connections, number concept connections, and middle school mathematics methods) for middle school mathematics preservice teachers. The instructors of the courses, two in mathematics and one in mathematics education, worked together to more explicitly link course materials, assignments, and the pedagogical approaches. Collectively, the courses were designed to address the five components of preservice teachers’ mathematical knowledge for teaching (PT-MKT), and to model effective teaching practices. Using their collective experiences co-planning and implementing these course adjustments were made in the subsequent year. The instructors were pleased by their implementation and student outcomes in all three courses.We describe how each component of the PT-MKT framework was approached in these courses and discuss challenges experienced by the instructors, who were part of a larger effort to develop and implement a middle school teacher preparation program. The information shared is based on data collected as part of a program evaluation effort, and is bolstered by the instructors’ recollection of events. Overall, the instructors enhanced the curricula and their instructional practices and found that the attention placed on developing PT-MKT support the mathematical development of middle school mathematics preservice teachers. 相似文献
3.
Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献
4.
Terri L. Rodriguez 《Teaching Education》2013,24(3):239-254
This narrative inquiry examines how one Latina novice teacher articulates and implements a vision of teaching for social justice within the contexts of her teacher education program and her practice as a bilingual resource teacher. Informed by Latino/a critical race (LatCrit) theory, the analysis traces connections between stories of self and practice, focusing on her development of an innovative middle school literacy course for Spanish speakers. This article highlights the ways in which she recruits her experiences as a member of a marginalized group and brings them to bear on practice in the crafting of a critical pedagogy that takes learners’ interests and concerns as central while encouraging social action. Findings are discussed in light of the following themes: critical questioning and resistance; analysis of systems of oppression and positioning; and encouraging social action and practicing democracy. This study has implications for teacher preparation committed to socially just pedagogies for all children, but especially for Latino/a youth. 相似文献
5.
Jeffrey A. Frykholm 《Journal of Mathematics Teacher Education》1999,2(1):79-105
The mathematics education community has been widely recognized as a leader in the standards-based reform movement. Despite the widespread interest and attention that reform documents such as the NCTM Standards have generated, what has yet to be fully understood is the impact of these types of reform documents on the preservice teacher preparation process. This paper examines the state of the standards-based reform effort in mathematics teacher education by presenting the results of a three-year study of six cohorts of secondary mathematics student teachers (n = 63). Examined in particular are the ways in which these student teachers' professed beliefs about and knowledge of the NCTM Standards contrast with their teaching practices. Possible explanations for the mismatch between belief and knowledge statements and teaching practices are examined, along with other implications for mathematics teacher preparation. 相似文献
6.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
7.
Maria L. Blanton Sarah B. Berenson Karen S. Norwood 《Journal of Mathematics Teacher Education》2001,4(3):177-204
Our investigation explored a pedagogy for supervision through a case study of one prospective middle school mathematics teacher
during her student teaching semester. Classroom observations by the university supervisor, teaching episode interviews between
the supervisor and student teacher, and focused journal reflections by the student teacher were coordinated to challenge the
student teacher's existing models of teaching. The emerging pedagogy of the teaching episodes, a central focus of this study,
was characterized by (a)the use of open-ended questions that centered the student teacher in the process of sense making;
(b) a shift away from the supervisor's direct, authoritative evaluations of the student teacher's practice; (c) a sustained
focus throughout supervision derived from the student teacher's classroom experiences; and(d) an effort to maintain sensitivity
to the student teacher's zone of proximal development. We found our approach to be coincident with the notion of instructional conversation (IC)advanced by Gallimore and Goldenberg (1992).The nature of the teaching episodes seemed to open the student teacher's
zone of proximal development so that her practice of teaching could be mediated with the assistance of a more knowing other.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
8.
9.
Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen 《International Journal of Science and Mathematics Education》2014,12(1):1-23
In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. 相似文献
10.
Kip Téllez 《Teaching Education》2013,24(1):15-38
In this article I share the results of a seven‐year case study of an educator who began his career without formal preservice teacher education, as a participant in Teach for America. Steven (a pseudonym) began teaching mathematics in an urban middle school, later teaching social studies to English language learners, and is currently a principal of an urban charter school. Using a narrative/biographical research method, I have documented how Steven combined his personal resources, the confidence he gained from participating in Teach for America, and, because he began taking professional coursework in his second year of teaching, his emerging understanding of the foundations of teaching and learning (i.e. what he learned at the university) to form the educator he has become. His growth in understanding the culture of his students is a particularly compelling part of his story. Implications for contemporary teacher education are discussed, including the role of multicultural education courses and why customized teacher education programs should become more commonplace. 相似文献
11.
This study examines the impact of standards‐based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities. Teacher efficacy was assessed at five time points using the Science Teacher Efficacy Beliefs Instrument (STEBI), and instructional practice was evaluated at four time points with classroom observations using the Reformed Teaching Observation Protocol (RTOP). Results indicate that there was significant growth in teacher self‐efficacy but not in outcome expectancy. There was also significant growth in the extent to which teachers implemented inquiry‐based instruction in the classroom. Additionally, a positive correlation was observed between changes in self‐efficacy and changes in the use of inquiry‐based instructional practice. These results are discussed in terms of a model of teacher learning wherein changes in teacher beliefs and changes in classroom practice mutually influence each other, and also in terms of the impact of collaboration on teacher efficacy and practice. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 534–551, 2011 相似文献
12.
Mark W. Ellis Carol E. Malloy Judith L. Meece Patricia R. Sylvester 《Learning Environments Research》2007,10(1):1-15
As part of a research project examining relationships between instructional practices and student cognitive and social outcomes
in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices.
The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction
in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices
called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile
of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the
observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation
protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence
of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations
between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and
mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for
future research are discussed.
The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions
expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by
the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill. 相似文献
13.
Katherine Ariemma Marin 《Studying Teacher Education》2014,10(1):20-35
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The framework of teaching as inquiry is an important part of both the self-study and the mathematics methods course. Implications of the transition from teacher to teacher educator as well as the role of inquiry in mathematics teacher education are discussed. 相似文献
14.
Basic to the struggle for educational equity and academic achievement is the role of the teacher. Central to how a teacher's role is enacted is the preparation a teacher receives, largely defined by teacher certification standards and impacted by legislation such as Proposition 227. In California, where one of four students enrolling in school is an English language learner, and 90% of the teachers are monolingual English speakers, the preparation prospective teachers receive becomes glaringly critical. This article examines how the anti-immigrant legislation affects teacher (mis)preparation by forcing teachers to regress to passive roles emphasizing standards-driven, technical, one-size-fits-all approaches in addressing the complex educational needs of English language learners. A bilingual teacher educator shares her attempts to humanize the teacher's role by engaging her students in critical examinations of schooling and their role as teachers. 相似文献
15.
Qingmin SHI 《Frontiers of Education in China》2014,9(4):577-602
Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature. However, inadequate efforts have been made to examine this assumption empirically. Drawing on the Trends of International Mathematics and Science Study (TIMSS) 2011 mathematics teachers’ data at the eighth grade level, this study examines the relationship between teacher efficacy in teaching mathematics and teachers’ mathematical instructional practices in five Asian countries/regions. Guided with Bandura’s social cognitive theory, this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms. The relationship between teacher efficacy and instructional practices varied within these countries/regions. Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students. Together, these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices. Possible reasons of these findings and future directions are discussed. 相似文献
16.
This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice. 相似文献
17.
The current emphasis on data is a powerful force behind educational reform strategies. Administrators and teachers are inundated with data and increased expectations for data-driven practices in an effort to drive school reform. This mixed method study examined teachers’ experiences in a pilot professional development program to enhance data literacy and data use practices among nine grade-level elementary and middle school teacher teams in a single school district. Pre, post and follow-up surveys of the 28 teacher participants revealed promising outcomes of the professional development program. Significant increases in teachers’ reported data literacy, efficacy, and collaboration were evident. The study also examined school-level factors that supported data use practices and data cultures. Interviews with 15 school principals revealed how structural features such as district requirements, school expectations, and established policies and routines influenced teachers’ data use practice. Structural factors facilitating collaboration were associated with instructional goals and improvement cultures. 相似文献
18.
职前教育是教师实践性知识的萌芽阶段。本文选取了信息技术职前教师教育实习这一关键场景,通过对实习生胡老师的个案描述,以叙事探究的方式分析了其实践性知识的形成与变化。研究发现,学徒观察对职前教师教学信念的影响是复杂的甚至是充满矛盾的,而在初次接触教学真实场景后,职前教师的生存关注一定程度上阻碍了其实践性知识的养成。研究建议,职前教师教育应更加重视对师范生教育前概念的揭示、分析,在课程上重视引导其实践规则与原则的建构,并通过提升其自我反思能力以进一步促进其实践性知识的养成。 相似文献
19.
Temple A. Walkowiak 《Clearing house (Menasha, Wis.)》2016,89(1):14-17
The work of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their work hinges upon their effective communication with teachers and school administrators. This article outlines five practices for instructional coaches to use in order to achieve and maintain effective communication; these five practices draw upon the author's prior work as an instructional coach and upon her own research. The practices are presented by sharing the voices of three mathematics instructional coaches, their teacher colleagues, and their school administrators. 相似文献
20.
This paper provides a microanalysis of one Algebra I teacher's instruction to explore the advantages that are afforded us by coordinating two perspectives to document and account for the teacher's mathematical understandings. We use constructs associated with Stein, Grover and Henningsen's domain of mathematical didactics and Realistic Mathematics Education's instructional design theory to infer what the teacher might understand to effectively implement her instructional goals and, more importantly, support student learning. By coordinating these perspectives, we developed a working framework for analyzing the teacher's classroom practice retrospectively. For example, we illustrate how the mathematical possibilities related to one student's question might inform the teacher's decisions as she initiates shifts in students' self-generated models. Additionally, we illustrate how the teacher's decision to capitalize on particular students' models contributes in part to the kinds of mathematical ideas that can be explored and the connections students can make among those ideas. More generally, we explore the utility of coordinating these two perspectives to understand the landscape of ideas that teachers might traverse to align their practices with reform recommendations in the United States. 相似文献