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Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.  相似文献   

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Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.  相似文献   

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This documentary account situates teacher educator, prospective teacher, and elementary students’ mathematical thinking in relation to one another, demonstrating shared challenges to learning mathematics. It highlights an important mathematics reasoning skill—creating and analyzing representations. The author examines responses of prospective teachers to a visual representation task and, in turn, their examination of school children’s responses to mathematical tasks. The analysis revealed the initial tendency of prospective teachers to create pictorial representations and highlights the importance of looking beyond the pictures created to how prospective teachers use mathematical models. In addition, the challenges prospective teachers face in moving beyond a ruled-based conception of mathematics and a right/wrong framework for assessing student work are documented. Findings suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices by engaging with a culture of teaching focused on reading for multiple meanings and posing questions about student thinking and curriculum materials.  相似文献   

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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   

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The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics educators as to the outcomes of these programmatic features.  相似文献   

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Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student teachers should acquire during their initial teacher education. This explains why this study aimed at developing and validating a competence framework for secondary mathematics student teachers in Spain. Building on existing models and international frameworks, a preliminary list of competences was drawn up. The validation process was based on a Delphi method. In addition experts expressed their opinions about the formulation of the chosen competences. A comprehensive framework of 33 competences for secondary mathematics student teachers could then be validated.  相似文献   

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Mathematics teacher education aims to improve teachers’ use of mathematical knowledge to support teaching and learning, an aspect of pedagogical content knowledge (PCK). In this study, we interviewed teachers to understand how they used mathematics to make sense of student solutions to proportional reasoning problems. The larger purpose was to find accurate ways of categorizing teachers’ ability to do this vital aspect of teaching and thereby to inform assessment, teacher education, and professional development. We conjectured that teachers’ PCK for proportional reasoning could be reliably described in terms of attention to quantitative meanings in story problem contexts and in terms of understanding naïve forms of proportional reasoning. Instead, our findings reveal that individual teachers used a variety of means to make sense of (1) cognitively similar student solutions to different tasks and (2) mathematically related steps of a student solution within a single task. These findings illustrate the complexity of PCK for the topic of proportional reasoning and suggest the limits of what can be inferred about teacher knowledge from teachers’ evaluations of student solutions. We discuss implications for teacher education and assessment.  相似文献   

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This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, using creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered.  相似文献   

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This paper reports on an investigation into the conceptual knowledge, through the domain of fraction division, of prospective secondary mathematics teachers in their final/fourth year of undergraduate initial teacher education. The aim of the study is to assess if levels of conceptual knowledge in this domain are sufficient in order for these prospective teachers to teach for understanding. Some impact of conceptual understanding on teaching approaches is also explored. The content of the teacher education program and its suitability for preparing prospective mathematics teachers is also considered. The results indicate that in spite of four years of mathematics teacher education, these prospective mathematics teachers hold a fragmented and limited conceptual understanding of dividing fractions. To address this issue and to ensure the effective implementation of Project Maths, it is argued that initial teacher education programs need to be revised to include an emphasis on school mathematics.  相似文献   

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In order to adapt teacher education to new demands in mathematics classrooms, it is necessary to change the courses in mathematics at the university. Teachers’ beliefs about mathematics, learning and teaching has great impact on their teaching. At the University of Göteborg, a co‐operative project has been conducted in order to design a programme based on problem solving in courses taken by prospective Comprehensive School teachers (grade 4‐‐9). The main purpose of the project has been to make student teachers more reflective about mathematics as such, about learning and teaching. Another purpose of the project has been to use a teaching method in a university course‐‐a method which could be applied in a school classroom. The student teachers have worked co‐operatively in small groups of 3‐4 students and the educators role has been that of a facilitator. A preliminary evaluation indicates that student teachers have developed an insight into the complexity of learning and teaching, even though there are variations in this respect. However they still have difficulties in applying the method to teaching mathematics at school.  相似文献   

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‘Quality’ in mathematics teaching does not relate solely to pupil achievement, to teaching approaches or to deeply held beliefs about the nature of mathematics and its teaching and learning, but to all of these. A model of a teacher's mathematics‐related belief‐system is presented, and the issue of the contrast between espoused and enacted beliefs is discussed. ‘Quality’ in mathematics teacher education raises all of these issues, as well as the aims, goals and means of the teacher preparation process itself. The paper concludes by arguing against the ‘apprenticeship’ model of mathematics teacher education, for depriving student teachers of theory and of practical research experience. A well known dictum paraphrased states that theory without practice is empty, but that practice without theory is blind. ‘Quality’ in mathematics teaching and teacher education depends on both theory and practice in systematic cooperation.  相似文献   

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Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their experiences with mathematics anxiety and connect them over time to compose personal histories of mathematics anxiety. Currently, over 90 % of elementary teachers in US schools are women, and women have been shown to suffer more from mathematics anxiety than do men. In this article, I analyze how one woman prospective elementary teacher described, explained, and related her experiences of mathematics anxiety across her personal narratives of learning mathematics as a K-12 student and of learning to teach mathematics as a college student in a teacher preparation program. My research demonstrates that experiences of mathematics anxiety may persist beyond assessment situations to influence women prospective elementary teachers’ larger mathematical histories. I also show that women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of opportunities for social participation) and may develop particular coping strategies related to those fears. Finally, I point out that while a coping strategy may be used consistently across K-12 mathematics learning and undergraduate teacher preparation, and may even offer a woman prospective elementary teacher some relief from mathematics anxiety, it may also limit her mathematics learning and professional development. To conclude, I present implications of my research for mathematics teacher educators.  相似文献   

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Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

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In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive.  相似文献   

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Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.

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Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.  相似文献   

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This study examined the complexities of the collaborative relationship between student teachers and cooperating teachers in secondary mathematics from the perspectives of the student teachers. Four cohorts of student teachers (N = 170) in secondary mathematics were surveyed using a questionnaire that measured their perceptions of two dimensions of their student teaching experience: collaboration with their cooperating teachers and the classroom practices of their cooperating teachers. Although analysis of the responses revealed that student teachers were generally satisfied with the amount and quality of the collaboration, two important results were revealed. First, about half of the respondents reported spending less than an hour collaborating weekly with their cooperating teacher in various contexts. Second, certain classroom practices of the cooperating teachers were found to be significantly associated with whether they spent more or less than an hour collaborating with their student teachers, and were significantly correlated in most cases. This explicit linkage suggests that the classroom practices of cooperating teachers may extend to the mentoring approach they take when working with student teachers. Suggestions for teacher education programs and cooperating teacher support are shared.  相似文献   

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