eric.ed.gov har udgivet: In mathematics teaching, high-leverage practices include eliciting, analyzing, and responding to students’ ideas and reasoning (Kazemi, Franke, & Lampert, 2009). While a focus on student thinking in professional development can be a powerful mechanism for linking pedagogy, mathematics, and student thinking, it is less clear how to support teacher candidates (TCs) to leverage student thinking in their mathematics teaching. Findings suggest developing an understanding of self as mathematics teacher relates to TCs’ capacity for leveraging student thinking as a pedagogical practice and for making sense of their relations to the complex dynamics in schools. The tensions TCs experienced when leveraging student thinking in the actual socio-political contexts and constraints of schooling and the influence of their identity on their representations of practice lead to implications for mathematics… Continue Reading →
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eric.ed.gov har udgivet: Much of the science education community has advocated for a new vision of instruction emphasizing inquiry-based teaching (National Research Council, 1996). Unfortunately, as Anderson (2002) notes, many science teachers are not adopting inquiry-based teaching practices for a variety of reasons such as that teachers commonly favor text-book approaches to instruction. To facilitate the adoption of reformed teaching, Luehmann (2007) argues that teacher education must address the development of one’s professional identity as a teacher. Unfortunately, little is known about the beliefs, values, experiences, and ways of acting and interacting that teachers in science and related fields use to form their professional teaching identity. Through repeated interviews with 18 graduate students who taught science and related disciplines, this study outlined generalizations defining the developmental trajectory of science educators’… Continue Reading →
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eric.ed.gov har udgivet: Mathematics anxiety in primary pre-service teachers’ affects their future teaching of mathematics and achievement of students. Data collected via Critical Incident Technique were used to investigate this anxiety as perceived and identified by first year pre-service teachers. This paper proposes the application of the Quality of Life conceptual framework of being, belonging and becoming, as a lens for analysis of these reflections to elucidate the concepts of identity and projective identity. This paper makes a contribution to the frameworks through which primary pre-service teachers’ maths anxiety, and its implications for their identity development, might be understood. Link til kilde
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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 →
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