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 Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied. Objective: The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms. Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively. Findings: We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Group Career Coaching – A Critical Pedagogical Approach Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found, where the acknowledgement of the students’ prior languages differs from previous research. Furthermore, the teachers’ accommodations to the students’ needs through a collaborative practice of care formed an important part of the inner logic of discourse and practice. We find this multilingual and emotional support to be contingent upon the IC teachers’ multilingual competencies and long-term experience with ICs, multilingualism and migration, and… Continue Reading →
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eric.ed.gov har udgivet: The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an Institute Education Sciences-funded, randomized efficacy trial of IC effects on standardized test outcomes for both English Language Learner (ELL) and Non-ELL students. The main research question for this study is: Do ELLs taught by teachers who implement the IC pedagogical model perform above controls? The study aims to explore how well and for whom the pedagogy works if indeed effects are found. The focus in this multi-cohort design (over three years) involves districts and schools where students are clustered. This… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data showed that the students shared a social representation of a past teacher characterised by wide power and emotional distance between pupils and the teacher. The students differentiated themselves from this kind of teacher character, and rather positioned themselves as interactive and caring educators identifying with their own ideal teachers as well as meaningful learning experiences in the pedagogical studies. Consequently, the study showed that engaging pre-service subject teachers in critical dialogue and reflection helps them to avoid static categorisations of ‘the teacher’ and to become authors of their own… Continue Reading →
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eric.ed.gov har udgivet: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science curriculum is delivered to students through a controlled process at different levels and in various contexts. Although it has been said that science teachers’ viewpoints and attitudes influence the interpretation of curricula, this study is interested in factors affecting their pedagogical perspectives, such as their beliefs and teaching practices. Therefore, the objective of this study is to assess the factors involved in forming lower secondary science teachers’ pedagogical perspectives in Japan. To achieve this objective, we conducted a survey of lower secondary science teachers in the city of Hiroshima in Japan and the city of Leeds in England (we do not intend to imply that Leeds is representative of all of England). We then examined their pedagogical… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects. Link til kilde
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