Despite the centrality of math teacher educators (MTEs) in teacher education, we know little about the nature of professional learning opportunities for MTEs to develop and enhance the knowledge needed to teach prospective teachers. Existing models for supporting MTEs in developing their knowledge and practice do not address how to prepare novice MTEs in initially learning to teach prospective teachers. We present a professional learning model we have been pursuing for supporting novice MTEs and the generation of and role for community artifacts, namely lesson plans, in that model. We outline the process by which we implement, analyze, and collectively revise lesson plans so that they are continually improved over time to serve as artifacts that better instantiate what members of the local community are learning about how to support novice MTEs through identification of their problems of practice. Finally, we problematize the model we are investigating and propose implications of this model and questions raised by our work with the goal of inviting further discussion about supporting novice MTEs.
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The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW‐controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre‐ and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two‐dimensional textbook‐like image of a virus to a three‐dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303–322, 2003 相似文献
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Journal of Mathematics Teacher Education - 相似文献
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Fidelity of curriculum implementation (FOI) is an important area of research because of the critical role it plays in understanding how and why curriculum materials work and how they can be improved. This analysis explores written features within the Math Trailblazers curriculum that may influence the ways teachers implement mathematics curriculum materials. In particular, we examine FOI data from prior research in order to identify features within the materials themselves that may influence why teachers adhere to the intended curriculum to varying degrees. This paper reports on our analysis of examining five whole number lessons previously analysed for level of FOI alongside an analysis scale of written curriculum features. Our purpose in this analysis is to examine features of the written curriculum that potentially mediate teachers’ implementation of the materials in line with the intended curriculum. In doing so, our analysis further emphasises the critical role teachers play in curriculum implementation, and thus may provide some insight for curriculum developers as they consider ways in which to design the written curriculum that increase the likelihood that teachers will adhere to the intended curriculum. 相似文献
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Superfine Alison Castro Pitvorec Kathleen 《International Journal of Science and Mathematics Education》2021,19(1):59-75
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Journal of Mathematics Teacher Education - 相似文献
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