tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores the culture of physics departments in Sweden in relation to physics teacher education. The commitment of physics departments to teacher education is crucial for the quality of physics teacher education and the way in which physics lecturers talk about teacher education is significant, since it can affect trainees’ physics learning and the choice to become a physics teacher. We analyzed interviews with eleven physicists at four Swedish universities, looking for assumptions in relation to teacher training that are expressed in their talk. We found five tacit assumptions about physics teacher training, that together paint a picture of trainee physics teachers moving in the “wrong” direction, against the tide of physics. These are the Physics Expert… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This editorial provides an introduction to the special issue, Infusing active learning into precalculus and calculus courses: Insights and lessons learned from mathematics departments in the process of change. We begin with providing the background for the special issue, including an overview of the current status of active learning in precalculus through calculus, what many of the papers in this issue mean by the term “active learning” (inquiry based mathematics education), and a brief overview of the literature on institutional change. We then offer an overview of each of the three issues, explaining how various papers relate to each other within each issue. We conclude the editorial with some reflections on the institutional changes efforts in light of the… Continue Reading →
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eric.ed.gov har udgivet: We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas–education, social sciences, business, art and humanities, and math and sciences–in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores. Link til… Continue Reading →
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