A Mixed Methods Study of Teach for America Teachers' Mathematical Beliefs, Knowledge, and Classroom Teaching Practices during a Reform-Based University Mathematics Methods Course

Autor/in	Swars, Susan Lee
Titel	A Mixed Methods Study of Teach for America Teachers' Mathematical Beliefs, Knowledge, and Classroom Teaching Practices during a Reform-Based University Mathematics Methods Course
Quelle	In: SRATE Journal, 24 (2015) 2, S.25-39 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Beliefs; Classroom Techniques; Mathematics Achievement; Knowledge Level; Knowledge Base for Teaching; Educational Practices; Interviews; Methods Courses; Elementary School Mathematics; Teacher Education Curriculum; Attitude Change; College Students; Inservice Teacher Education; Student Surveys; Student Teacher Attitudes; Student Teacher Evaluation; Student Experience; Mixed Methods Research; Masters Programs; Likert Scales + Suchen Sie Ihr Suchwort? Belief; Glaube; Klassenführung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Interviewing; Interviewtechnik; Methodisch-didaktische Anleitung; Elementare Mathematik; Schulmathematik; Attitudinal change; Einstellungsänderung; Collegestudent; Lehrerfortbildung; Schülerbefragung; Studienerfahrung; Magister course; Magisterstudiengang; Likert-Skala
Abstract	This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs, specialized content knowledge, and classroom teaching practices. Data were collected via two beliefs surveys, a content knowledge instrument, and interviews. The results show the added value of the course and offer considerations for learning experiences during mathematics teacher preparation, some of which are specific to alternative teacher preparation programs such as TFA. (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01