Examining the mathematical knowledge for teaching involved in pre-service teachers' reflections

Kieboom, Leigh A. van den

doi:10.1016/j.tate.2013.06.009

Cited by 6 publications

(2 citation statements)

References 24 publications

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“…Several studies have shown that a teacher's knowledge content is crucial for teaching, but only knowledge content cannot support teaching [35]. Teachers must still teach to understand teaching theory, learning theory, curriculum theory, and knowledge [36]. It is the same with the teaching of STEM subjects as well.…”

Section: Difficulties and Challengesmentioning

confidence: 99%

Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Aslam,

Alghamdi,

Abid

et al. 2023

Sustainability

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Economic growth has been attributed to STEM education in many countries. It is widely recognized as crucial to improve science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups. In this age of the fourth Industrial Revolution, we are going through a rapid change. Several difficulties have been associated with STEM’s implementation, particularly troubling developing countries. In this article, we investigated STEM teachers’ unique challenges in their classroom experiences and how these factors influence their instructional practices and students’ learning outcomes. STEM teachers’ teaching reflections at the secondary level were examined in this qualitative study. A purposive sampling method was used to recruit ten novice STEM teachers. The data were analyzed using NVivo11. Despite their disciplinary expertise and the variety of teaching methods they employed, the teachers faced numerous challenges. Teachers faced difficulties managing classrooms, developing curriculums, and recognizing practical constraints in STEM education. Teacher beliefs about effective STEM education, the tension between these beliefs and the teaching goals of the teachers were closely linked to the teachers’ beliefs about effective STEM education and the educational system’s expectations. For STEM teachers, the mastery of content knowledge is critical. A regular exchange of experience is of significant help to teaching. Teachers’ pedagogy and professional development in STEM education are discussed concerning underdeveloped countries’ contexts. Researchers and educators in developing countries might not understand STEM education’s significance. The reason may also be that STEM education in developing countries faces several challenges.

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Section: Difficulties and Challengesmentioning

confidence: 99%

Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Aslam,

Alghamdi,

Abid

et al. 2023

Sustainability

View full text Add to dashboard Cite

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“…Üç öğretmen adayının da terimlerin açıklamalarına derslerinde yer verip örnek sorularla pekiştirmek istemeleri, tanımları öğrenme süreci üzerinde etkili gördüklerini düşündürmektedir. Van den Kieboom (2013), öğretmen adaylarının matematik öğretim bilgilerini araştırdığı çalışmasında GAB'ni "Öğretmen adayları öğrettikleri matematiksel terim ve kavramları iyi bir şekilde anlamalı ve kurdukları problemlerin çözümünde doğru bir şekilde kullanabilmelidirler." şeklinde ifade etmiştir.…”

Section: Genel Alan Bilgisiunclassified

Ortaokul Matematik Öğretmen Adaylarının Cebir Öğrenme Alanına İlişkin Alan ve Pedagojik Alan Bilgilerinin İncelenmesi

Idil

Narli

2021

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, ortaokul matematik öğretmen adaylarının 8. sınıf cebir öğrenme alanına ilişkin alan ve pedagojik alan bilgilerini, "Öğretmek İçin Matematik Bilgisi" (ÖMB) modelinden yararlanarak incelemektir. ÖMB modeli, öğretmenlerin matematik öğretimi için sahip olmaları gereken bilgileri ortaya koymaktadır. Söz konusu modelin matematik öğretiminde yol gösterici olarak kullanılabileceği ve dolayısıyla öğretmen yetiştirme sürecine katkı sağlayabileceği düşünülmektedir. Araştırma nitel araştırma yöntemlerinden biri olan özel durum çalışması deseninden yararlanılarak yürütülmüştür. Araştırmanın katılımcılarını, Türkiye'de bir devlet üniversitesinde öğrenim gören üç son sınıf ortaokul matematik öğretmen adayı oluşturmaktadır. Çalışmada yer alan öğretmen adayları ölçüt örnekleme yöntemiyle belirlenmiştir. Her bir öğretmen adayı ile ÖMB modelinin bileşenlerine ilişkin görüşmeler yapılmıştır. Öğretmen adaylarının öğretim süreçleri gözlenmiş ve video kamera ile kaydedilmiştir. Öğretim süreçlerinin tamamlanmasının ardından öğretmen adayları ile genel bir görüşme daha yapılmıştır. Araştırmanın sonuçları, öğretmen adaylarının cebir öğrenme alanına ilişkin alan ve pedagojik alan bilgilerinde eksiklikler olduğunu göstermiştir. Öğretmen adaylarının eksikliklerinin özellikle uzmanlık alan bilgisi bileşenlerinde yoğunlaştığı tespit edilmiştir.Anahtar Kelimeler: Öğretmek için matematik bilgisi, alan bilgisi, pedagojik alan bilgisi, cebir öğrenme alanı, ortaokul matematik öğretmen adayları.

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Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice

Hindman¹,

Morrison²,

Connor³

et al. 2020

Reading Research Quarterly

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Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguistic, and regulatory processes require interleaved, individualized focus in reading instruction; this is a tall order for early/elementary teachers to deliver. Second, the authors discuss evidence from the broader science of learning that preservice elementary‐grade teachers likely need multiple, highly focused, classroom‐based opportunities for deliberate practice and feedback to be ready to teach reading. Yet, because most are trained as content generalists over just two or three years, such systematic practice in reading may not be available. Thus, it is not simply that new teachers are unaware of effective reading instructional techniques; the more fundamental issue is that these techniques are extremely complex to implement well and that teacher candidates likely need substantial scaffolding to use them. Finally, the authors explore one promising solution: embedding preservice training with focused, targeted interventions around reading instruction that have supported experienced teachers. As examples, the Assessment‐to Instruction and Story Talk programs offer teachers precise, practical guidance, bridging the research on reading and real‐world classroom practice. The authors conclude with design principles that help infuse “science of learning” principles into preservice reading education.

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Examining the mathematical knowledge for teaching involved in pre-service teachers' reflections

Abstract: This paper is NOT THE PUBLISHED VERSION; but the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation below.

Cited by 6 publications

References 24 publications

Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Ortaokul Matematik Öğretmen Adaylarının Cebir Öğrenme Alanına İlişkin Alan ve Pedagojik Alan Bilgilerinin İncelenmesi

Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice

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