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1.

Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.

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2.
Although skilled mathematics teachers and teacher educators often “know” when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students’ mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers’ instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers’ decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers’ abilities to act in ways that would increase their students’ mathematical understanding.  相似文献   

3.
In this study, we examined teachers’ beliefs concerning the meaning and nature of teacher–student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher–adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as a function of student ecology (e.g. home environment) and teacher and student actions, including: demonstrating care, being consistent and reliable, making personal connections and engaging in helpful behaviour. Other teacher actions included drawing upon personal resources such as efficacy, social roles and available instructional approaches. Unique student actions highlighted the importance that teachers place on compliance with social norms and honest, responsible behaviour. Perceived benefits of trust reflected changes in: classroom climate, quality of social interactions, available teaching methods and positive student behaviours. Finally, teachers discussed ways in which trust evolved over time. Model processes and new hypotheses generated by the model are discussed in the light of current literature on adult–child relationships and trust in schools.  相似文献   

4.
ABSTRACT

In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior.  相似文献   

5.
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice.  相似文献   

6.
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice.  相似文献   

7.
《师资教育杂志》2012,38(3):210-224
This paper was written at the request of the Journal's editor, Professor Edgar Stones, who challenged us to translate a review of literature on teachers’ pedagogical thoughts, judgments, decisions and behavior (Shavelson and Stern, 1981) into recommendations for teacher education. We took up the challenge with some trepidation, knowing full well the pitfalls we faced in translating research into recommendations for practice. We approach our task cautiously by first discussing the assumptions underlying research on teachers’ thinking and decisions. Then, we summarize methods and findings from research on planning of instruction, judgments and decisions during recitation, and the link between decisions and behavior because they imply changes in typical teacher education programs. Finally, recommendations are made for teacher education.

We recommend that teacher educators consider adopting the decision‐making schema as a conceptual framework for organizing their programs. Such a schema implies a ‘reasonable’, professional process of making important decisions, such as selecting textbooks, grouping students, pacing work, sequencing and timing content, and changing routines during interaction. It also suggests a close correspondence between the two major components of teacher education, the foundations courses and student teaching.

Finally, we recommend that certain research methods such as process tracing, policy capturing, and stimulated recall be adapted as instructional techniques to improve the quality of instruction within foundations courses, and during supervision and feedback within the student‐teaching experience.  相似文献   

8.
Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network.  相似文献   

9.
This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative ‘critical incidents’. The study posits that reflections on critical incidents are often not ‘critical’ in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one’s initial beliefs. To explore this issue, the study examined a collection of school placement reflections (n = 180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers’ reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The study discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this.  相似文献   

10.
Abstract

Programmes for teacher training should train (aspiring) teachers to be able to make use of information and communications technology as mindtools. Mindtools are not pieces of specialised software that‘teach’ a subject, but computer programs and applications that facilitate meaningful professional thinking and working. Teachers can use these programs and applications to engage their students in critical thinking and to help further their own professional development. In the latter case mindtools can be applied for cooperation (between teachers, teacher educators and student teachers) and collaboration (with other teachers, experts, designers, etc. on pedagogical projects). In this article we focus on electronic networking technologies (conversation tools) as mindtools in communities of practice for teacher professional development. Examples of good practice from teacher training institutions in Europe illustrate how to prepare (aspirant) teachers for working with mindtools that enhance teacher professional development  相似文献   

11.
Elementary preservice teachers at six universities engaged in a task that provided them opportunities to articulate their professional noticing within video representations, written decompositions, and animated approximations of practice. The preservice teachers’ written accounts indicated that a majority attended to students or student thinking; however, when asked to illustrate their noticing through animation, focus shifted to the classroom teacher. Findings indicate the extent to which preservice teachers articulated specific mathematics concepts within and across pedagogies of practice and highlight the critical importance for selecting and utilizing multiple types of tasks to better understand preservice teacher noticing. Implications for eliciting and supporting preservice teacher noticing are discussed.  相似文献   

12.
This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential.  相似文献   

13.
Abstract

Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action – curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students’ learning.  相似文献   

14.
Responsive teaching occurs when teachers take up and respond to their students’ ideas during instruction (J. L. Pierson, 2008). Although responsive teaching is gaining recognition as an effective strategy for encouraging student learning, few methods of analysis are capable of characterizing the different ways in which teachers take up their students’ ideas in the moment. This article presents and exemplifies a new methodological construct, the redirection, which provides researchers with a means of detecting nuanced differences in how teachers respond to their students’ thinking. The redirection construct emerged via systematic discourse analysis of 1 science teacher’s classroom discussions during 3 implementations of an inquiry-based module on the water cycle. Redirections are defined as instances when a teacher invites students to shift or redirect their attention to a new locus. Such shifts reflect different types of teacher responsiveness and, as such, can be used to capture the different ways in which teachers take up their students’ ideas. This article presents a comprehensive coding scheme for the redirection, in addition to segments of classroom discourse to exemplify each redirection coding category. A comparison of 3 5th-grade teachers using the construct provides an illustrative example of the type of analysis such a coding scheme affords learning sciences researchers.  相似文献   

15.
In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. In contrast, prospective teachers with higher algebraic thinking proficiency were able to pose probing questions to investigate student thinking or help students clarify their thinking. However, less than half of their questions were of this probing type. These results suggest that prospective teachers’ algebraic thinking proficiency is related to the types of questions they ask to explore the algebraic thinking of students. Implications for mathematics teacher education are discussed.  相似文献   

16.

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

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17.
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system.  相似文献   

18.
Understanding teachers’ pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher’s work. The framework examines teachers’ potential to act knowledgeably and intentionally and how this action also leads to unintended consequences of those actions. This is important, as both the intentional action and the associated unintended consequences affect the teacher’s classroom practice and the learning of students. Application of the framework to examine the influences on teachers’ pedagogical choice is presented through two school case studies from Victoria, Australia. The environment that encourages teachers to actively review their teaching practice is revealed. It was through reflective collaborative discussions that teachers reviewed their current classroom practices and trial or implement different pedagogies to enhance the learning of young people in their classrooms.  相似文献   

19.

The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain: humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; and relationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.

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20.
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time.  相似文献   

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