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1.
Abstract

Constructivism is a theory of learning that has become increasingly accepted by educators. Yet translating a theory of learning into practical instructional strategies has proven to be quite difficult for teachers. A qualitative study was recently completed that examined primary grade teachers’ understanding of constructivism and its influence upon their teaching practices. Analysis indicated that the teachers had several misconceptions of constructivism and were at varying levels of understanding, based upon their experience and professional development in constructivist education. This study has implications for the teacher education field, and early childhood teacher educators can play an important role in helping preservice and inservice teachers gain a deeper understanding of constructivism and implement teaching practices based upon this understanding. Suggestions for colleges of education are given.  相似文献   

2.
Abstract

In this article, we examine the integration of science and mathematics teaching in early childhood education. We explore the meaning of integration and offer a rationale for integrating science and mathematics methods classes for pre‐service teachers. The case is made that pre‐service teachers should develop an understanding of the connections between mathematics and science so that they can be better prepared to teach with an emphasis on the connections between these two content areas.  相似文献   

3.
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses.  相似文献   

4.
Abstract

In this paper, we describe how we integrated complex analysis into the second semester of a geometry course designed for preservice secondary mathematics teachers. As part of this inquiry-based course, the preservice teachers incorporated their geometric understanding of the arithmetic of complex numbers and complex-valued functions to create a game using Geometer’s Sketchpad. We detail a game created by a pair of preservice teachers that exemplifies their creativity and knowledge of complex-valued functions. Given inquiry-based courses have inherent challenges we also present projects that were not as exemplary.  相似文献   

5.
Abstract

This 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   

6.
Abstract

The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research.  相似文献   

7.
This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.  相似文献   

8.
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9.
There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.  相似文献   

10.
ABSTRACT

Teaching mathematics in an early childhood program requires mathematical content knowledge and teacher self-efficacy, yet research has shown that early childhood educators often have negative attitudes towards mathematics and feel underprepared to teach mathematical concepts. The study reported here documents the reconceptualization of a graduate, preservice teacher education program, a program designed to address teacher anxiety and increase capacity to teach mathematics in a play-based early childhood setting. The study aimed to investigate: (1) the effectiveness of the mathematics component of the course in equipping teacher candidates to teach mathematics in early childhood, and (2) whether participation in the mathematics component of the course changed teacher candidates’ self-efficacy regarding mathematics. Findings show that both self-efficacy and content knowledge improved when teacher candidates had the opportunity to engage with play-based learning experiences that embed mathematical concepts. Furthermore, the focus on a learning trajectories approach supports the identification of developmental progression points in children’s emerging mathematical understanding, assisting with teacher candidates’ fine-grained observations, assessment of children’s learning, and authentic, individualized planning for learning.  相似文献   

11.
Abstract

The purpose of the study was to examine the engagement of preservice teachers in the kind of authentic experiences that provided the modeling needed to make high‐quality instruction in mathematics a reality for young children. Inasmuch as these preservice teachers had not yet received any formal methods classes in mathematics, the authors theorized that classroom teachers whose practices and dispositions were congruent with the National Council of Teachers of Mathematics standards and the State of South Carolina Mathematics Standards could model effective teaching instruction for young children using the project approach. These same teachers could then provide mentoring and encouragement to preservice teachers as they became involved in this high‐quality program for 4‐year olds, deepening the knowledge base of the preservice teachers regarding developmentally appropriate ways to teach numeracy to 4‐year olds. © 2005 Elsevier Inc. All rights reserved.  相似文献   

12.
The purpose of the current study was to examine if preservice teachers’ (PSTs) mathematics anxiety decreased and if their beliefs and stereotypes changed after they completed their early childhood mathematics methods course. It was hypothesized that by using and modeling concrete materials or manipulatives (Thompson, 1992; Vinson, 2001) and placing a greater emphasis on conceptual understanding (Bursal & Paznokas, 2006), two strategies identified as reducing PSTs’ mathematics anxiety, negative beliefs, and stereotypes that are associated with math anxiety, would diminish. Thirty preservice teachers, all female, participated in this study. Using a qualitative research approach, measures included midcourse evaluations, a draw-a-mathematician task (Mewborn & Cross 2007), the Abbreviated Math Anxiety Scale (Hopko, Mahadevan, Bare, & Hunt, 2003), and anecdotal notes. Although we were encouraged that the math anxiety experienced by our preservice teachers slightly decreased by the end of the semester, it was discouraging to find minimal change of beliefs and stereotypes of mathematicians. This confirms that many preservice teachers enter teacher education programs with well-established images of how to do school, along with entrenched beliefs about mathematics and their ability to do math (Vacc & Bright 1999) and these beliefs are very difficult to change.  相似文献   

13.
The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based teaching units. The professors applied a 3-layer assessment scheme to evaluate the courses and the preservice teachers based on changes in student attitudes, student-generated curricula, and internal course evaluations. Each type of assessment effectively informed the reform process, and strengths and weaknesses of the courses were revealed. Strengths of the courses included students learning to see science as a process and comprehending inquiry as a pedagogical approach. Weaknesses observed included a lack of understanding in three areas: the role of assessment, the need to address cultural issues, and the significance of scientific literacy.  相似文献   

14.
Abstract

The purpose of this study was to investigate two research questions: What literacy learning did preservice teachers experience through a Penpal Project embedded in an early literacy course? What sense did preservice teachers make of the Penpal Project?—with an overarching focus on bridging literacy theory with practice.

Data were gathered in a university classroom setting, situated in a small Western town, over a period of one school semester. Data methods and sources included videotaped participant observation during weekly penpal letter‐sharing, preservice teachers’ reflection journals, focus group interviews, and preservice teachers’ Penpal Project Summaries.

Patterns emerged from the data and were conceptualized under three broad categories: discourse, discovery and dilemmas. In the discourse category, cultivating relationships and learning through collaboration emerged as themes. Discoveries included meaning‐ and skill‐centered interpretations and professional learning. With regard to dilemmas, preservice teachers reported feelings of inadequacy in decoding their penpals’ letters, in finding topics to pique their penpals’ interests, and in making logical speculations.

Conclusions highlighted the importance of including field experiences in teacher education courses in order for preservice teachers to integrate early literacy theory and practice. A focus on forming relationships, working in collaboration with others, and acknowledging and solving challenges revealed added benefits for the preservice teachers, including a deeper understanding of young students’ early literacy development.  相似文献   

15.
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16.
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.  相似文献   

17.
Abstract

Teacher education programs that want their future teachers to embrace and employee constructivist principles must strive to provide opportunities for teacher candidates to develop an understanding of constructivism. The paper presents a structure for embedding constructivist principles into early childhood and elementary teacher education courses and the results of a pilot study at a Mid‐Western University. The results of the study demonstrate that teacher candidates believe that constructivist practices are very to extremely important. In addition, their responses indicated that the teacher candidates believe that their role in a constructivist environment is very to extremely important. The study reinforces the importance of providing experiences in teacher education programs that will result in positive views of constructivism. © 2005 Elsevier Inc. All rights reserved.  相似文献   

18.
This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

19.
ABSTRACT

Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers’ mathematics identities during a college Algebra course specifically designed for education majors. Results provide insight into the patterns of change in identity and motivation. Data was analyzed following a theoretical framework on role identity that highlights the interaction between self-perceptions, beliefs, goals, and action possibilities. Analysis identified patterns of change in student identities. Themes across cases highlight the differences in change amongst participants, the influence of initial identity, and the impact of perceived relevance on identity exploration.  相似文献   

20.
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy: mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other sources.  相似文献   

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