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tandfonline.com – Pre-service Teachers’ Perception of Competence, Social Relatedness, and Autonomy in a Flipped Classroom: Effects on Learning to Notice Student Preconceptions

Posted on by Troels Gannerup Christensen - Læst 18 gange

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 →

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Eric.ed.gov – If a Student Thinks, “I’m Not a Math Person”, Do Preservice Teachers Notice?

Posted on by Troels Gannerup Christensen - Læst 14 gange

eric.ed.gov har udgivet: Students’ beliefs that mathematical abilities are fixed can cause long-standing problems with motivation and learning. Hence, teachers should notice such problematic beliefs about identity among their students and handle them adequately. We used written descriptions of classroom situations to determine whether preservice mathematics teachers (n = 80) noticed fixed beliefs about mathematical abilities and whether they had strategies for dealing with them. The qualitative data were coded and transformed into a score for noticing. We found that most of the preservice teachers did not notice problematic beliefs. Thereby, preservice teachers who believed that mathematical abilities are malleable were more likely to notice fixed beliefs among students. When describing beliefs, few participants referred to theoretical concepts. Hardly any preservice teachers suggested strategies for handling students’ beliefs. However, the… Continue Reading →