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1.
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
2.
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial. 相似文献
3.
Bogdan J. Nowecki 《Educational Studies in Mathematics》1992,23(2):123-137
The article is a biography of A. Z. Krygowska (1904–1988) covering her school years, university studies and professional work as a teacher, teacher trainer, and scientist. The author emphasizes the great influence of A. Z. Krygowska's teaching experience on her interest and scientific work in the didactics of mathematics. Her most important achievements in the theory and practice of the teaching of mathematics are also presented. 相似文献
4.
Using the analytical tools of broadening, burrowing and storying and restorying, this narrative inquiry examines a middle school teachers’ knowledge of her pedagogical practices through the strand of pearls’ metaphor that she employs to explain her teaching to herself, a beginning teacher whom she mentors and ourselves as researchers. Throughout the discussion, careful attention is paid to the pearl metaphor’s emergent, novel qualities and how the metaphor is held and expressed in the teacher’s unfurling practice. In the final analysis, four significant themes are unpacked: (1) the image of teacher as curriculum maker; (2) the idea of pearls, non-pearls and yellowed pearls; and (3) the concept of metaphors and the nature of metaphorical truth. Finally, a discussion of the veracity of the strand of pearls as way to understand teaching practice concludes the article. 相似文献
5.
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
6.
Mary Klein 《Asia-Pacific Journal of Teacher Education》1998,26(1):75-85
Teacher educators often tend to place enormous faith in constructivist approaches to teaching, which emphasise collaboration, inquiry and problem solving. With reference to my own pedagogical practices in preservice teacher education, I argue that constructivist practice may in fact cement, rather than challenge, the taken‐for‐granted cultural, sexist and racist assumptions informing teaching‐mathematics‐as‐usual. I suggest that students should experience a different mathematics; a mathematics that reveals how processes of collaboration and inquiry, based on constructed binaries, selectively constitute mathematical subjectivities. Preservice teachers and teacher educators who are aware of activities and practices which are overly regulatory and/or discriminatory might work together to re‐vision and enact an alternative mathematics: a mathematics able to challenge and disrupt the status quo. 相似文献
7.
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
8.
AbstractWe present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course. 相似文献
9.
AbstractApplying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities from multiple courses in the program, we offer general principles of instruction for supporting mathematical inquiry at all grade levels. We contend that an awareness and application of the multiple facets of mathematical knowledge for teaching can be critical to supporting mathematical inquiry across the K-16 spectrum. 相似文献
10.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
11.
教师基于自己的学科知识、经验等,借助于“课例学习＋行动跟进＋经验打磨＋实践反思”等“行动学习”策略进行教学设计,实现有效教学,不断重组、提升学科教学知识。通过强化教学设计（实践）,解决数学教学中存在的问题和困惑,在实践中传递、积累数学教学知识,在反思体验基础上改进课堂教学,发展数学教学能力,提升数学教师的数学教育观念。 相似文献
12.
Amy Johnson 《Teachers and Teaching》2013,19(1):97-109
While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching. 相似文献
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In this article we elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design and implementation of a special kind of mathematics tasks whose use in mathematics teacher education can support the development of knowledge of mathematics for teaching. Also, we discuss broader implications of the article for mathematics teacher education, including implications for mathematics teacher educators' knowledge for promoting mathematics for teaching. 相似文献
15.
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
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Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice. 相似文献
18.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
19.
Helg Fottland 《Teachers and Teaching》2013,19(6):639-662
By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many rooms; (2) the staff‐room as an arena for curriculum interpretation; (3) the reading road; (4) solving mathematical problems in the classroom; and (5) the assembly hall. These five memory pictures are related to theories of learning, teacher education, visions for child‐centred education and the author's current practice as a teacher educator. 相似文献
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