Noticing Student Mathematical Thinking Within the Context of Lesson Study

2019 ◽  
Vol 71 (5) ◽  
pp. 568-583 ◽  
Author(s):  
Pınar Guner ◽  
Didem Akyuz
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Mathematical Thinking ◽  
Middle School Mathematics ◽  
Teacher Noticing ◽  
Teaching Practicum ◽  
Group Members ◽  
Study Process

The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.

scholarly journals IMPROVING TEACHING PRACTICUM: SUGGESTIONS FROM THE ANALYSIS OF FOREIGN LANGUAGE TEACHER EDUCATION CURRICULA

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Ha Le Kim Anh
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Education Program ◽  
Real Life ◽  
International Studies ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teaching Practicum ◽  
Pedagogical Competence ◽  
National University

Teaching practicum is an important component of a foreign language teacher education program, which helps future teachers to learn and develop pedagogical competence in a real-life context. Within the scope of this article, we focus on analyzing the foreign language teacher education curricula of 9 universities in Vietnam, and offer our recommendations for improving foreign language teacher education in general and English teaching practicum in particular at the University of Languages and International Studies, Vietnam National University, Hanoi.

Critical Thinking for Practice

2019 ◽  
pp. 19-36
Author(s):  
Loren Jones ◽  
Sharon L. Smith ◽  
Luciana C. de Oliveira
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Lesson Plans ◽  
Elementary Student ◽  
Critical Approach ◽  
Teaching Practicum ◽  
Problems Of Practice

This chapter presents an analysis of the feedback that the three authors gave on lesson plans created over the course of three semesters by pre-service teachers (PSTs) in an elementary student teaching practicum and how this feedback led to changes in PSTs' critical thinking about teaching. The authors use the term critical thinking for practice (CTP) to refer to a critical approach to understanding problems of practice. They show what PSTs took up and modified in their lessons and what they adapted in their teaching based on reflections with the authors, all supervisors in a teacher education program.

Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

2017 ◽  
pp. 643-664
Author(s):  
Emmanuel Adjei-Boateng
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Demographic Changes ◽  
Preservice Teacher Preparation ◽  
Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

Preservice Teachers' Knowledge Construction with Technology

2016 ◽  
pp. 109-125
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Pedagogical Content ◽  
Study Approach ◽  
Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration

2016 ◽  
pp. 409-436
Author(s):  
Gayle Y. Thieman
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Program ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Graduate Teacher Education

A major revision in a graduate teacher education program (GTEP) at a mid-sized urban university provided an opportunity to rethink goals as teacher educators in order to address issues of diversity and social justice. This chapter suggests some answers to the question: What characteristics of a teacher preparation program prepare teacher candidates (TCs) to provide high quality education for all students, including those who have been historically underserved? This chapter reports a case study of the relevant research and implementation of substantially revised university coursework to better prepare teacher candidates for a diverse student population, and increased collaboration to promote program coherence. Revised coursework emphasizes culturally responsive teaching, content area literacy, and accountability for K-12 student learning. Collaboration is facilitated by clustered placements, co-teaching, and lesson study.

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