Development of Teaching in and from Practice

Davis, Brent; Brown, Laurinda C; Cedillo, Tenoch; Chiocca, C.-M.; Dawson, Shane; Giménez, Joaquím; Hodgen, Jeremy; Jaworski, Barbara; Kidd, Moray; Siemon, Dianne

doi:10.1007/978-0-387-09601-8_18

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…Graeber & Tirosh, 2008;Hill, Rowan & Ball, 2005;Ma, 1999) and productive beliefs about mathematics and the learning of mathematics (e.g. Davis & Brown, 2009;Grant, Hiebert & Wearne, 1998;Phillip, 2007;Thompson, 1984). Some researchers have reported that both preservice and inservice teachers may be partially deficient in these regards.…”

Section: Introductionmentioning

confidence: 99%

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The Teacher Internship Experiences of Prospective High School Mathematics Teachers

Rhoads

Radu

Weber

2011

Int J of Sci and Math Educ

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Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom in their teaching methods.

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Section: Introductionmentioning

confidence: 99%

“…First, teachers' pedagogical beliefs and teaching philosophy are known to have a profound effect on their pedagogical practice (e.g. Davis & Brown, 2009;Ozgun-Koca & Sen, 2006;Phillip, 2007;Thompson, 1984).…”

Section: Introductionmentioning

confidence: 99%

The Teacher Internship Experiences of Prospective High School Mathematics Teachers

Rhoads

Radu

Weber

2011

Int J of Sci and Math Educ

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“…The calculator module of this course sought to develop an understanding of issues of mathematics teaching and how students learn (Davis et al 2009). The module yielded some changes in teachers' knowledge, conceptions and practices.…”

Section: Resultsmentioning

confidence: 99%

A teacher education experiment to challenge conceptions and practices

Ponte

Mercê

2011

ZDM Mathematics Education

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Abstract. This study describes a teacher education experience with grade 5-6 teachers, based on a calculator module within a national program for mathematics in-service teacher education. The aim was to challenge the teachers' conceptions about the role of the calculator in mathematics teaching and to promote their reflection about professional practices. The research methodology was qualitative and interpretive, with data collection through interviews and observation of teacher education and classroom supervision sessions as well as analysis of teachers' portfolios. The results indicate that some teachers are clearly against the use of the calculator in the mathematics classroom, others allow students to use it in a passive way, and others are very affirmative about its use. The teachers who argue against the use of the calculator seem to predominate, suggesting a great distance between the curriculum orientations and classroom practice. The methodology of the course, combining collective sessions and individual classroom supervision proved to be fruitful, providing new information, practice and discussion that allowed teachers to analyze different kinds of tasks in which the calculator may be useful, experiment using then in the classroom, and reflect about the students' work. The no imposing and questioning approach used in collective discussions encouraged teachers to assume their own positions and sharing and discussing in the collective reflections during the course stimulated a deeper reflection of their practice. Therefore, in this course, in-service teacher education focused on practice contributed to teachers to reflect on their conceptions and practices.

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“…Иновације у настави представљају једну од највреднијих "мантри" у образовном систему и циљ који високо истичу бројни пројекти образовних реформи у последње три деценије. Међународна искуства са увођењем иновација у школу показују да су наставничка уверења један од најзначајнијих фактора од којих зависи трајно усвајање и интеграција нових знања, вештина и пракси, што је кључно за успех иновација (Barnett & Hodson, 2001;Davis et al, 2009;Fullan, 1991;Skott, 2001;Stipek, Givvin, Salmon & MacGyvers, 2001).…”

Section: уводunclassified

Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

Dzinovic

2017

ZIPI

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The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179034: Od podsticanja inicijative, saradnje i stvaralastva u obrazovanju do novih uloga i identiteta u drustvu]

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Development of Teaching in and from Practice

Cited by 7 publications

References 5 publications

The Teacher Internship Experiences of Prospective High School Mathematics Teachers

The Teacher Internship Experiences of Prospective High School Mathematics Teachers

A teacher education experiment to challenge conceptions and practices

Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

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