eric.ed.gov har udgivet: This paper reports on a study to document influences on five beginning mathematics and science teachers’ instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers’ beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers’ beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers’ beliefs had been influenced by the methods course; the teachers’ instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were… Continue Reading →
Like this:
Like Loading...
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 →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of the present study is to investigate how the concept of systematic quality work is perceived by school teachers. Eleven interviews were conducted and analysed according to the phenomenographical method, inspired by qualitative content analysis. Five qualitatively different descriptive categories were identified: (i) tools for implementation, (ii) tools for planning for quality assurance, (iii) tools for control, (iv) tools for indirect governance, and (v) tools for learning. These descriptive categories fall under two overarching themes: (i) operations directed towards efficiency and (ii) operations directed towards school development. The former is linked to rational terms such as achieving the school-system’s learning outcomes, whilst the latter is linked to the school-system’s more overarching relational- and democratic goals. The… Continue Reading →
Like this:
Like Loading...
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 Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used generalised (trait-level) assessments from teachers (N = 81) and students (N = 786) on emotions and emotional authenticity.… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The COVID-19 pandemic is a historic global event that has extended to all parts of society and shaken the core of what we know and how we live. During this pandemic, the work of STEM professionals has taken center stage. Through our close observations of how the events of the pandemic have been unfolding across the globe, we propose an instructional framework that emerged out of the real-time responses of STEM professionals to explain the pandemic and find solutions. This framework centers on data science, computer science, and multidisciplinary convergence as tools for engaging K-12 students in complex societal problems like the pandemic. In this theoretical position statement, we propose our framework that is grounded in three areas:… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: A survey of 154 exemplary technology teachers, 154 math teachers, and 154 science teachers (52% return) showed that math/science teachers do not perceive technology education as a discipline for developing cognitive strategies and did not recognize characteristics of technology education methods, curriculum content, and potential for integration with academic subjects. (SK) Link til kilde
Like this:
Like Loading...
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
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study reports on pupils’ and teachers’ perceptions of face-to-face promotive interaction (FtFPI) in cooperative learning (CL) at two primary schools in post-war Bosnia and Herzegovina (BiH). Using mixed methods, the study asks (1) ‘To what extent are the aspects of FtFPI most likely to influence pupils’ CL group work?’ (2) ‘What are the challenges in applying pupils’ FtFPI in small CL groups?’ The findings reveal mostly positive beliefs of FtFPI influence on small CL group work. However, when it comes to pupils’ and teachers’ experiences, several challenges have been identified: (1) organisation of FtFPI, (2) planning and balancing between working on a group task and supporting peers, (3) interpersonal behaviours, and (4) supportive communication. The findings suggest… Continue Reading →
Like this:
Like Loading...
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT During recent years many European countries have modernized the governance of their education systems according to an ‘evidence-based model’ which, e.g., materialized in new school inspections and comparative performance assessment. Qualitative case study data of six primary and secondary schools is used to explore in-school processes of sensemaking and constructing consequences of the Austrian performance standard policy (which is taken as an exemplar for evidence-based reforms). Teachers’ understandings and actions are compared with the normative claims underlying this policy. Results show that only two of the five processes claimed to be effective for school improvement through performance standards are found in the data. Link til kilde
Like this:
Like Loading...
Læst 5 gange 
