eric.ed.gov har udgivet: Public schools are increasingly investigating portfolio assessment as a means of evaluating student performance. A project examined student participation in portfolio assessment and cooperative learning in a “Reading in the Content Areas” class for preservice teachers. Students were a diverse group which included preservice middle school and secondary teachers of English, science, music, and art–as well as preservice elementary teachers seeking to learn methods for teaching math, social studies, science, and art. Of the 30 students, 18 were traditional undergraduate students; 2 were returning students who had been classroom teachers; 5 held baccalaureate degrees but no teacher certification; and the remaining 5 were nontraditional undergraduate students. During the 15-week semester, 10 projects were completed, 8 in cooperative groups and 2 individually. The instructor assessed student knowledge of… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a study to document influences on five beginning mathematics and science teachers’ instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers’ beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers’ beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers’ beliefs had been influenced by the methods course; the teachers’ instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were… Continue Reading →
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eric.ed.gov har udgivet: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
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eric.ed.gov har udgivet: Recently, the Department of Teacher Education and the Liberal Studies Program in the School of Education at California State University, Dominguez Hills (CSUDH) collaborated in developing a Blended Liberal Studies/Teacher Education Program (BLTEP) for upper division transfer students interested in completing an elementary credential. The BLTEP curriculum blends the regular Liberal Studies Program with the elementary credential program. Students take both subject matter and pedagogy courses concurrently, as well as a set of blended content and pedagogy courses in science, social science, and mathematics. This article details the curriculum development process of the blended mathematics course, “LBS 360 Math Content and Methods.” The content in this course combines the study of real numbers and problem solving with pedagogy for teaching math content to elementary-aged students. The blending… Continue Reading →
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eric.ed.gov har udgivet: Piggybacking is a new approach to a university-level methods class in math, science, and social studies in early childhood education developed at the McKay Campus School in Fitchburg, Massachusetts. This approach seeks to improve on methods courses that ask college students to pretend they are teaching young children or pretend they are being instructed. The piggybacking approach is a cooperative learning methodology in which first graders are paired with undergraduate early childhood education students. These pairs, or “piggybackers,” work together to teach and learn hands-on math, science, and social studies techniques. By working with first graders and approaching education from their perspective, pre-service teachers learn the importance of using real world experience to teach math, social studies, and science. (MM) Link til kilde
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eric.ed.gov har udgivet: This paper describes a simulation activity, which was coupled with Confluent/Gestalt meta-processing, that was designed to address the affective component of a mathematics procedures class for preservice teachers. The activity consisted of an explanation and demonstration for teacher educators. It is argued that a reconstruction of disposition towards mathematics is an essential component of effective professional education programs. In order for student teachers to acquire a positive disposition towards mathematical thinking, instructors must help these students to deconstruct their prior learning, which may have negatively impacted their attitudes toward mathematics, and to reconstruct a new understanding of mathematical processes. In the simulation which is presented, participants experience an intervention, characterized by Confluent/Gestalt meta-processing, that can be used with student teachers in a mathematics methods class. The intervention… Continue Reading →
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eric.ed.gov har udgivet: This article describes how a math intervention was developed based on five standards needed to be an effective math teacher of students with disabilities and four validated practices shown to be effective with students with disabilities. Emphasis was placed on the importance of explicitly teaching these strategies in teacher education methods courses. Preliminary data indicated that when these standards and validated practices were used to teach first grade students at risk for math failure, achievement gains were seen and preservice teachers felt they gained knowledge about teaching students mathematics. Link til kilde
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eric.ed.gov har udgivet: Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the extent to which three curriculum interventions influenced their conceptions of how math curriculum materials are used. Additionally, this paper discusses the implications of this research for mathematics teacher education programs and proposes a framework for integrating work around curriculum materials into mathematics content and methods courses in order to prepare preservice teachers for using these materials effectively. (Contains 11 footnotes and 4 tables.) Link til kilde
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eric.ed.gov har udgivet: This study documents and describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children’s mathematical thinking, and children’s cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children’s mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, we found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter… Continue Reading →
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eric.ed.gov har udgivet: This case study explores community service learning, disciplinary literacy, and social justice. Participants were seven Mexican American preservice secondary teachers in science, math, and language arts who tutored and gardened with children in a South Texas after-school tutorial agency as part of an ESL literacy methods course. Data gathering tools consisted of participant observations, written reflections, learning logs, visual metaphors, and a focus group discussion. Social justice themes were: respondents’ realizations of structural inequalities and their actions to counteract hegemonic inequalities. Disciplinary literacy themes were: participants’ learning more about their disciplines and disciplinary literacy, increased motivation and efficacy to teach their subjects, and the importance of the colonia, or unincorporated neighborhood, as an intersection between social justice and disciplinary literacy. Link til kilde
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