eric.ed.gov har udgivet: The factors which discourage prospective teachers from pursuing teaching careers are examined in this study. College freshmen from a medium-sized engineering university in the Midwest were selected to participate in the investigation. Based on responses to a questionnaire, these students were grouped as “teaching oriented” and “non-teaching oriented.” Reasons for not teaching given by the “teaching oriented” students (N=20) included, in order of priority: (1) low salary; (2) not wanting to do the typical things that teachers do each day; (3) concern for job security; (4) low maximum salaries after years of work; and (5) poor job availability. The findings of this study confirm concerns about the level of teaching salaries as a major deterrent to prospective teachers. It was also stated that increased guidance counselor encouragement… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study Link til kilde
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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 Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1)… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk… Continue Reading →
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eric.ed.gov har udgivet: In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just “got” a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of what it means to know (in) math. Factors other than ability influence students’ approaches to challenges, their persistence (or… Continue Reading →
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eric.ed.gov har udgivet: Three key features of a proposed capstone mathematics course for the preparation of teachers at the secondary level are: 1) teacher candidates examine concepts from the curriculum at a deeper level in the context of rich problems; 2) they investigate common themes in the math curriculum, such as shape and change, then collaborate on and present their research; and 3) they create portfolios of extensions and course reflections, products that require them to engage in higher-level, original thinking. Through this variety of assessments, the instructor is able to see future teachers of mathematics from multiple perspectives: their mathematical knowledge, their dispositions, and their beliefs about what mathematics is and how to effectively communicate the essential ideas. Participants’ reflections indicate that those aspects of the course that have… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to teach across diverse educational contexts. Through the interpretation of student voice, we disseminate a case study with primary initial teacher education (ITE) students that investigates learner perceptions of their training in under-represented foundation subjects. Emerging themes include tensions between university and school-based practices, and between curriculum models, together with the need to develop student adaptability and self-direction. The authors propose that if ITE students explore and take on the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this study was to understand how and why middle grades mathematics teachers did or did not fully participate in sustained, content-focused professional development. Qualitative data were collected from middle grades teachers who demonstrated varying levels of participation. The teachers identified opportunities to engage in novel ways with mathematics content as effective in improving their own mathematics understanding and, consequently, their own instruction. Participants who were more critical of the professional development felt the mathematics content was often beyond their specific grade-level. Factors identified as affecting teachers’ participation in the training included administrative support and school-related responsibilities. Offering content-focused professional development designed to reflect the structures and characteristics established in research to most effectively provide teachers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper is an account of a developmental action inquiry research project in which teachers from 13 secondary schools were trained to philosophize the Dialogos way with their 8th-grade students, as part of ongoing curriculum reforms in Norway. In the reforms, and in this paper, the themes of life skills and democratic citizenship are in the focus. The project’s guiding question reads: What are the challenges and developmental benefits – with regards to life skills and democratic citizenship – when training teachers to philosophize the Dialogos Way with their students? One of the main challenges was that teachers were assigned to the project by their employer; this made it difficult to unleash the full potential of the Dialogos… Continue Reading →
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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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