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October 19 , 2012

A comparative case study of preservice teachers’ progression of elementary mathematical knowledge for teaching. October 19 , 2012. Penina Kamina. CONTEXT. There is a move to have first year teachers who readily transition into classroom teaching with ease.

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October 19 , 2012

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  1. A comparative case study of preservice teachers’ progression of elementary mathematical knowledge for teaching October 19, 2012 PeninaKamina

  2. CONTEXT • There is a move to have first year teachers who readily transition into classroom teachingwith ease. • Thus a call for a shift in teacher education preparation programs for more field-basedexperiences (Kagan, 1992)

  3. FOCUS • The purpose of this roundtable discussion is to share. • I will share the learning trajectories of participants exposed to a simulation and a field experience. • Teaching-experience: A simulation (Microteaching) and 3-week field participation.

  4. GUIDING QUESTIONS • Does exposure to more field-experience in teacher preparation lead to a well grounded reflective graduate teacher? • Is a mere semester long of student teaching enough in teacher education preparation? • What are other existing models of field-experience practices?

  5. DESIGN • 62 preservice teachers in their senior year • Comparison of mathematical teaching practices of two (B-6 versus 1-6 certifications) groups of pre-service elementary teachers • The B-6 certification group would be repeating these experiences. • Data: lesson plan notes; observational notes; reflective task; summative survey

  6. DESIGN • In microteaching, participants individually plan, teach, and videotape a 15-minute lesson relevant to assigned common core state standards for mathematics. Peers serve as students. After watching this video, they each write a reflective paper. • Participants were debriefed before the 3-week teaching experience • During the 3-week field experience, participants plan and teach a math lesson appropriate to the host class. They each write a reflective paper. • A summative survey given to all participants at the end of the course.

  7. FINDINGS

  8. Findings • From the reflective tasks and observational notes, generally teacher candidates who had more field experience opportunities were stronger in pedagogy i.e. ability to integrate technology, classroom management, pacing of content; clarity in task directions etc than those who had just a few chances • Their mathematical knowledge of teaching mathematics were not different. More data required (The anticipation of the B-6 group of teaching lower elementary classes would probably contribute to this)

  9. QUESTION??? • How should we optimize preservice elementary teachers understanding of theory andpractice in teaching and learning of i.e. mathematics?

  10. QUESTIONS (???)

  11. REFERENCES • Hargrove, T., Fox, K. R., & Walker, B. (2010). Making a difference for pre-service teachers through authentic experiences and reflection. Southeastern Teacher Education Journal, 3(1), 45-54. • Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of EducationalResearch, 62(2), 129-169.

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