scholarly journals Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections

2021 ◽  
Vol 46 (4) ◽  
pp. 35-62
Author(s):  
Christine A. Ormond ◽  
Keyword(s):  
Teacher Education ◽  
Effective Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Pedagogy ◽  
Australian Curriculum ◽  
The Past ◽  
Framework Model ◽  
Pedagogical Models ◽  
Concept Building

This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially, a beginning sense of hierarchical mathematics concept building and connectedness. Using Sullivan’s Principles for corroboration, the ACCR presents some useful ideas for helping teachers to keep track of the important elements of practical, effective teaching, and to use engaging and meaningful language in their classrooms.

A new responsibility of teacher education programs

1954 ◽  
Vol 47 (2) ◽  
pp. 66-70
Author(s):  
Lee Emerson Boyer
Keyword(s):  
High School ◽  
Teacher Education ◽  
State Level ◽  
The State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Courses ◽  
The Past

During the past decade widespread revision of mathematics courses of study on the state level has taken place. One outstanding characteristic of these revisions, taken as a whole, is that in their attempt to correct educational ills of many years’ standing they suggest flexible mathematics programs for all high school pupils throughout their stay in high school. These programs are varied and planned to meet the needs of various types of pupils.

History of Education in the United States

Education ◽  
2013 ◽  
Author(s):  
Christopher M. Span
Keyword(s):  
United States ◽  
Teacher Education ◽  
Professional Education ◽  
History Of Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Social Foundations ◽  
The Past ◽  
History Of

This annotated bibliography concentrates on the history of education in the United States. This history can be divided into two distinct areas: teacher training, and scholarship and research. Well before 1860, history of education, as a course of study, was associated with the professional education training of American teachers. To date, nearly all teacher education programs in the United States still incorporate the history of American education—even if only as part of a social foundations course—as a course requirement in its preservice teacher education programs. The assumption is that providing teachers with a general overview or survey of the most important developments in the history of education in the United States allows them to be self-reflective about the past and better understand the society in which they will teach. As a field of research, history of education has its earliest beginnings in the late 19th century, but by the mid-20th century it was a well-established field of study.

What Do We Know About how Teachers Influence Student Performance on Standardized Tests: And Why Do We Know So Little about Other Student Outcomes?

2014 ◽  
Vol 116 (1) ◽  
pp. 1-41 ◽  
Author(s):  
Thomas L. Good
Keyword(s):  
Teacher Education ◽  
Student Achievement ◽  
Effective Teaching ◽  
Knowledge Base ◽  
Standardized Tests ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Proactive Management ◽  
Research On Teaching

Background/Context Since the 1970s, researchers have attempted to link observational measures of instructional process to student achievement (and occasionally to other outcomes of schooling). This paper reviews extensively both historical and contemporary research to identify what is known about effective teaching. Purpose/Objective Good, after reviewing what is known about effective teaching, attempts to apply this to current descriptions of effective teaching and its application value for practice. Good notes that much of the “new” research on effective teaching has simply replicated what has been known since the 1980s. Although this is not unimportant (since it shows that older findings still pertain to contemporary classrooms), it is unfortunate that research has not moved beyond the relationship between general teacher behavior (those that cut across subject areas) and student achievement (as measured by standardized tests). How this information can be applied and the difficulty in using this information is examined in the paper. Research Design The paper is a historical analysis and reviews research on teaching from the 1960s to today. Conclusion This paper has stressed that our data base on effective teaching is limited— still it has some implications for practice. Even though the knowledge base is limited, there is no clear knowledge that teachers-in-training learn and have the opportunity to practice and use. It would seem that teacher education programs would want to assure that their graduates, in addition to possessing appropriate knowledge, would also have clear conceptual understanding and skills related to active teaching, proactive management, communication of appropriate expectations for learning, and the ability to plan and enact instruction that balances procedural and conceptual knowledge. Future research on the use of this knowledge base and its effects in teacher education programs would be informative. If done correctly, research on teaching can improve instruction. However, the research must be applied carefully if it is to have useful effects. And, as noted often in this paper, research must consider outcomes of schooling other than achievement such as creativity, adaptability, and problem finding.

Engaging Emotions in Teacher Education Research

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Mary Louise Gomez ◽  
Amy Johnson Lachuk
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
New Teachers ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Past ◽  
Course Work

Questions this chapter addresses include: What changes have teacher education programs attempted in the past in order to ameliorate the emotional struggles that prospective and new teachers undergo? What successes have been realized in these programs, and what criticisms have been made? How may teacher educators avoid what some scholars have called “false empathy” and encourage real compassion and knowledge of their students’ families, homes, and cultures so they may be more knowledgeable and skillful in communicating with students? How might future programs be improved in course work, field experiences, and other ongoing experiences of viewing, reading, and interacting with others? How can emotion be used as a mechanism for critical reflection about teachers’ identities and their understandings of youth identities?

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs
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