eric.ed.gov har udgivet: This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the “mathematical quality of instruction” (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections and reflections using the Edthena video tool, we found that the teacher candidates were mainly focused on mathematical language and explanations. They described patterns and generalizations and linking between representations least frequently. Furthermore, their descriptions of mathematical language and explanations centered around instructional practices they could implement in their own classrooms, critical… Continue Reading →
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eric.ed.gov har udgivet: A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts’ status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S.… Continue Reading →
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eric.ed.gov har udgivet: Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” The M@t.abel program suits this definition both in terms of increasing teacher subject knowledge and in terms of providing math teachers with alternative solutions and methods for presenting usual contents. Given that the effects of any professional development program on student achievement are mediated by teacher actual practices in the classroom, it is necessary to verify whether teachers enrolled in the M@t.abel program do follow the training, whether they… Continue Reading →
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eric.ed.gov har udgivet: Ideals play a key role in a student teachers’ identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers’ metaphors for the teacher’s role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers’ personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that… Continue Reading →
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eric.ed.gov har udgivet: Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of math concepts. Teachers may benefit from professional development (PD) that strengthens their own conceptual understanding of math, particularly elementary school teachers who are less likely to formally study math in college than secondary teachers are. To date, there is limited convincing evidence on the effectiveness of intensive, content-focused PD, a gap this study intended to address. This study examined the implementation and impact of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics. Link til kilde
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eric.ed.gov har udgivet: A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within… Continue Reading →
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eric.ed.gov har udgivet: This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures of pedagogical content knowledge, performance assessments, and teaching attitudes and beliefs. The evaluation team found that math and science teacher apprentices who completed the IMPACT program generally had a positive opinion of the program and applied what they learned in the classroom to their teaching. However, the team also found that the program did not significantly increase the pedagogical content knowledge of teachers nor contribute to substantial changes in teacher instructional strategies across lessons. Differences found in the experience and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein’s concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice… Continue Reading →
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eric.ed.gov har udgivet: The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the… Continue Reading →
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