Preservice Teachers Decomposing Ambitious Mathematics Teaching

2017 ◽  
pp. 37-47
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

Preservice Teachers Decomposing Ambitious Mathematics Teaching

2021 ◽  
pp. 788-799
Author(s):  
Jennifer M. Suh ◽  
Melissa A. Gallagher
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Professional Learning ◽  
Video Analysis ◽  
Collaborative Planning ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Academic Knowledge ◽  
Learning Mathematics ◽  
Mathematical Quality

We examined preservice teachers' experiences during a clinically embedded mathematics methods course, specifically examining the impact of video-based professional learning structures using the Mathematical Quality of Instruction (MQI; Learning Mathematics for Teaching, 2014) instruments on their collaborative planning and collective observations. Preservice teachers co-taught the summer PDS Math Lab within a Professional Learning Community with structured observations with video analysis that entailed: a) Collaborative planning; b) Structured Observations targeting instructional analysis focused on ambitious teaching practices; c) Use of the MQI that focused on the richness of mathematics. The authors detail the specific affordances of the structured observation with video analysis in a math methods course in a teacher preparation program and how the clinically embedded coursework supported preservice teachers' decomposition of ambitious teaching and bridge practitioner and academic knowledge.

scholarly journals The formation of a community of practice in preservice teacher education : the interaction of the classroom environment and new communication technologies

2004 ◽  
Author(s):  
◽  
Melissa J. Poole
Keyword(s):  
Preservice Teachers ◽  
Learning Community ◽  
Community Of Practice ◽  
Teacher Development ◽  
Professional Learning ◽  
Classroom Environment ◽  
Development Program ◽  
Communication Technologies ◽  
Second Phase ◽  
Online Data

The goal of this study was to examine the development of a group of preservice teachers over three semesters during the second phase of their coursework and fieldwork in the teacher development program at a major Midwestern university. The questions at the heart of the study were whether this cohort of preservice teachers developed community. What markers of community were evidenced? What contextual factors served to support or impede the development of community? Data were collected through observation of their courses, a series of interviews with a sample of preservice teachers, and archiving artifacts of their coursework such as the course syllabi, reading materials, and their discussions online. Data analysis was grounded in theory about the nature of community, communities of practice, teacher communities, online communities and in a sociocultural theory of technological change. The findings suggest that these preservice teachers began to form community during their years in the teacher development program. This community began to evolve from a community of practice into a professional learning community as they developed from college students into practicing teachers. However, the culture of the classroom, the physical arrangement of the room and the importance given to students' voices in class and online, played a large role in fostering and supporting the development of community.

scholarly journals Examining Hispanic Preservice Teachers’ Perceptions of Scientists in a Science Methods Course

2021 ◽  
Vol 4 (1) ◽  
pp. 70-87
Author(s):  
William Medina-Jerez ◽  
Kyndra Middleton
Keyword(s):  
Preservice Teachers ◽  
Intervention Strategy ◽  
Border Region ◽  
Teacher Preparation Program ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Teachers Perceptions ◽  
Images Of Scientists ◽  
Mexico Border

This article describes the intervention strategies implemented in an effort to affect a group of Hispanic pre-service elementary teachers’ images of scientists during a science methods course in a teacher preparation program in the U.S.-Mexico border region. Although there is an extensive volume of research reporting on the use of the DAST-C instrument to study K-16 students’ images of scientists, the number of studies on exploring and influencing preservice teachers’ views of science and scientists is rather scarce. Findings in this study indicate that a semester-long intervention strategy focused on (a) pre-service teachers’ generated inquiry project, (b) written reflections on inquiry learning, and (c) a pre and post-drawing tests, allowed participants to reflect on their views about scientists and science, and experience a gradual shift from views conforming to stereotypical views of scientists to portrayals of science practitioners as individuals, just like other people in our society pursuing real interests.

Learning Mathematics and Technology Through Inquiry, Cooperation, and Communication

2018 ◽  
pp. 370-398
Author(s):  
Alfinio Flores ◽  
Jungeun Park ◽  
Stephen A. Bernhardt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Two Dimensions ◽  
Teacher Preparation Program ◽  
Learning Trajectory ◽  
Adoption Of Technology ◽  
Pedagogical Content ◽  
Instructional Context ◽  
Learning Mathematics ◽  
Curricular Materials

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

scholarly journals Building community using experiential education with elementary preservice teachers in a social studies methodology course

2021 ◽  
Vol 5 (2) ◽  
pp. 111-120
Author(s):  
Stephanie Speicher
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Social Studies ◽  
Learning Community ◽  
Teacher Educators ◽  
Methods Course ◽  
Social Studies Methods ◽  
Collegial Support ◽  
Teaching For Social Justice ◽  
Teaching Competence

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodologies that can prepare preservice teachers to teach for social justice, particularly within a social studies context. The study focused on two research questions: (a) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (b) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how the development of community in a social studies methodology course fostered the understanding of teaching for social justice. The findings highlight how preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community. Although the preservice teachers valued the implementation of experiential methods to foster the teaching of social justice, difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence, or collegial support.

Learning Mathematics and Technology through Inquiry, Cooperation, and Communication

2016 ◽  
pp. 324-352 ◽  
Author(s):  
Alfinio Flores ◽  
Jungeun Park ◽  
Stephen A. Bernhardt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Two Dimensions ◽  
Teacher Preparation Program ◽  
Learning Trajectory ◽  
Adoption Of Technology ◽  
Pedagogical Content ◽  
Instructional Context ◽  
Learning Mathematics ◽  
Curricular Materials

This chapter describes an empirical study aimed to design, implement, and refine a learning trajectory for developing future mathematics teachers' Technological Pedagogical Content Knowledge (TPACK). The learning trajectory is set in an instructional context where mathematics and technology are learned through inquiry, cooperation, communication, and modeling early in the teacher preparation program with the intent to establish a classroom model of instruction. The chapter focuses on preservice teachers' learning in two dimensions of TPACK. One dimension is the extension of preservice teachers knowledge to each one of the four principal components of TPACK: Overarching conceptions, Students understanding and thinking, Curriculum and curricular materials, and Instructional strategies and representations for teaching. The second dimension is along preservice teachers' progression in the five levels of adoption of technology: Recognizing, Accepting, Adapting, Exploring, and Extending. The learning trajectory is based on research and theory for learning mathematics in a meaningful way.

scholarly journals Webfolio: An online learning community to help link university studies and classroom practice in preservice teacher education

2004 ◽  
Vol 20 (1) ◽  
Author(s):  
Reesa Sorin
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Learning Community ◽  
Case Studies ◽  
Professional Learning ◽  
Classroom Practice ◽  
Work Samples ◽  
Authentic Classroom ◽  
University Lecturers ◽  
Professional Teaching

<span>The Webfolio project was developed at James Cook University to extend students' professional learning beyond what is taught in lectures or gleaned through the practicum. Through web based case studies, early childhood and primary preservice teachers explored topics of professional significance to their growth as teachers. Each case study included a range of media, such as: work samples; audiotaped conversations; links to websites; telephone and in person professional opinions from practising teachers, principals, social workers and welfare agents; and online discussion with other participants, including students, teachers and university lecturers.</span><p>Case studies were based on authentic classroom situations; ones which student teachers may never encounter during their practicums, therefore requiring them to immerse themselves in the professional world of teaching into which they were moving. There were no single, correct solutions; rather learners were encouraged to reflect, imagine and develop multiple and often non-traditional solutions. This exploration was supported within a learning community, where participants were positioned as co-learners, scaffolding each other's learning while building links to the professional world. These links may assist in bridging the gap that some neophyte teachers feel when beginning their professional teaching careers.</p>

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

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