University Mathematics and Science Faculty Modeling Their Understanding of Reform Based Instruction in a Teacher Preparation Program: Voices of Faculty and Teacher Candidates |
| |
| Authors: | Email author" target="_blank">J?Randy?McGinnisEmail author Tad?Watanabe Amy?Roth?McDuffie |
| |
| Institution: | (1) Science Teaching Center, Department of Curriculum & Instruction, Room 2226 Benjamin, University of Maryland, College Park, MD, 20742;(2) 268 Chambers Bldg., Pennsylvania State University, University Park, PA, 16802;(3) Washington State University, TriCities, Richland, WA, 99352 |
| |
| Abstract: | This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative
for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists
in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics
and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general,
that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at
the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate
balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily
tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and
science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their
professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding,
not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates
to develop a new vision of mathematics and science teaching shaped by their professors' example. |
| |
| Keywords: | teacher preparation science model interdisciplinary |
| 本文献已被 SpringerLink 等数据库收录！ |
|
