tandfonline.com – In praise of early childhood educators
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
educators
Eric.ed.gov – Possibilities and Challenges of Teaching Integrated Math and Social Studies for Social Justice: Two Teacher Educators’ Collaborative Self-Study
eric.ed.gov har udgivet: In this paper, we–one mathematics teacher educator and one social studies teacher educator–describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students’ learning with regards to teaching integrated mathematics and social studies for social justice. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World,” teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in teacher preparation for… Continue Reading
Eric.ed.gov – Improving Student Evaluation of Teaching: Determining Multiple Perspectives within a Course for Future Math Educators
eric.ed.gov har udgivet: Instructors in higher education are very familiar with the Likert scale Students’ Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology, identified as an 80-year-old mixed method, is better suited to determine the differing student views about a college math education course. We will discuss how Q used for SET can produce results that are more helpful in assisting faculty in improving their teaching effectiveness and in redesigning courses while also providing more informative SET results for faculty evaluations. Link til kilde
Eric.ed.gov – Educators Collaborating to Improve Mathematics: Three Structures That Mattered in Math in Common Districts
eric.ed.gov har udgivet: For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district’s MiC leadership team developed three… Continue Reading
sciencedirect.com – Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
sciencedirect.com har udgivet: Highlights • Rhizomatics and self-study of teacher education practices produced non-linear insights on becoming teacher educators. • Teacher educators were becoming collaborative, accountable, and innovative. • Collaborative self-study of teacher education practices supported intra-departmental professional learning. Abstract The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to… Continue Reading
sciencedirect.com – Teacher educators’ task perception and its relationship to professional identity and teaching practice
Ucviden.dk har udgivet: Highlights • One of the first quantitative studies on teacher educators’ professional identity. • Valid and empirically reliable measurement of teacher educators’ task perception. • We distinguish between teacher educators as facilitators and transmitters. • Facilitators demonstrate increased self-efficacy. • Teacher educators’ task perception is related to the quality of teacher training. Abstract We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted… Continue Reading