Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities
Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.
