tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Competent uses of competence: on the difference between a value-judgment and empirical assessability Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article proposes a new research approach to teachers’ lesson planning. While numerous guidelines have been dominating lesson planning as an object of teacher education, we utilize teacher cognition and expertise research to view lesson planning from a different perspective: We argue that lesson planning typically demands specific cognitive skills that teachers must master to create high quality instructional practice. The so-called CODE-PLAN model (cognitive demands of lesson planning) forms the general theoretical framework for our conceptualization of six demands (content transformation, task creation, adaptation to student learning dispositions, clarity of learning objectives, unit contextualization, and phasing) to empirically describe and analyze teachers’ planning competence. We investigate how these demands are met through content analysis of 337 plans… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The integration of ethics in engineering education has largely been focused at the curriculum design level. The authors posit that this integration be done at the accreditation level and investigate how ethics may be more extensively incorporated in the documentation of a particular engineering accreditation body’s qualification standards. The paper proceeds, by means of a narrative review, to justify an expanded conception of the teaching of ethics within engineering education. It builds a synthesis of contrasting conceptual approaches to the teaching of ethics within engineering and proposes a conceptual framework to guide both regulators and educators to identify and engage with different elements of the ethics across the curriculum within an engineering programme. The South African case study… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT This paper explores the relationship between students’ digital competence acquisition, teaching practices, and teacher professional learning activities. We analysed insights provided by 59,452 teachers through SELFIE, an online self-reflection tool for schools’ digital capacity. Using ordinary least squares regressions with school fixed effects, we focus on students’ digital competence and find that the use of digital technologies in cross-curricular projects is the teaching practice most related to the acquisition of students’ digital competence. On the other hand, we… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science teachers should be able to notice student preconceptions in order to adapt instructions to their students’ needs and support the learning process. Noticing as a core practice of teaching should thus be implemented early in science teacher education. A crucial prerequisite for noticing is knowledge about students’ preconceptions, which is an important element of science teachers’ pedagogical content knowledge. To enhance pre-service teachers’ pedagogical content knowledge, flipped classroom approaches seem especially promising as they combine a theoretical introduction to important didactic concepts with a direct application of these concepts in profession-oriented learning tasks. Furthermore, flipped classrooms seem to satisfy the three basic personal needs of experience in competence, social relatedness, and autonomy according to the self-determination theory… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research suggests that supportive teacher–student relationships are a prerequisite for student development. Developing such relationships requires teachers to observe, interpret, and reflect on teacher–student interactions and on teachers’ relational competence in practice. Although teacher–student relationships are especially challenging with students with attention deficit hyperactivity disorder (ADHD), few studies have examined how these relationships develop. In this qualitative study, teachers from two Swedish elementary schools comprising one intervention (n = 33) and one control group (n = 20) completed pre- and post-tests in which they analysed videos of teacher–student interactions. We explored how the teachers understood relational competence in relation to students with ADHD before and after the video-based intervention, which included a presentation on the concept of relational competence and a model… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need to investigate student-initiated involvement, this case study examined six to seven-year-old children’s views and ideas of using digital technology in school lessons through drawings and interviews. The results show that some of the students did not share the idea of using digital technology in their school lessons but most of the students did. In particular, the students expected digital… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Competence-based approaches (CBAs) in education have become an internationally important educational policy concept in recent decades. However, a substantial body of research has suggested that in order to understand and explain the evolution of CBAs, there is a need to analyse curriculum-making as a complex and multi-layered practice. To contribute to this research field, this paper makes use of Vivien Schmidt’s concept of discursive-institutionalism (DI), which focuses on ideas and discourse. First, we compare ideas of competences as expressed in four influential CBA frameworks, and second, we exemplify how these ideas, with special reference to the Organisation for Economic Co-operation and Development, have been translated when re-contextualised within Swedish curriculum policy-making. The results show that when re-contextualised within… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed… Continue Reading
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