Exploring the Role of Field Experience Context in Preservice Teachers' Development as Mathematics Educators

Autor/inn/en	Cooper, Sandi; Nesmith, Suzanne
Titel	Exploring the Role of Field Experience Context in Preservice Teachers' Development as Mathematics Educators
Quelle	In: Action in Teacher Education, 35 (2013) 3, S.165-185 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2013.770376
Schlagwörter	Teacher Education; Field Experience Programs; Preservice Teachers; Student Attitudes; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Context Effect; Methods Courses; Journal Writing; Qualitative Research; Teacher Effectiveness; Classroom Design; Interpersonal Relationship; Knowledge Level; Student Participation; Cooperating Teachers; Summer Programs; Elementary School Students + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Praxisnahes Lernen; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Zeitschriftenaufsatz; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenraumgestaltung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wissensbasis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Co-operation; Cooperation; Kooperation; Sommerkurs
Abstract	Although the importance of field experience is supported and attended to by teacher education programs across the United States, there have been numerous national reports and research findings stressing the need for major improvements in the preparation of teachers with an emphasis on more authentic experiences. Quality field experiences have the potential to advance multiple benefits for participants, and context presents an aspect that may significantly influence the quality of a field experience. Recognition of the importance of field experience in the development of preservice teachers alongside an acknowledgment of the many factors that influence field experiences led to the formulation of this study; discerning the potential influence of contextual variances within two distinct field experiences on preservice teachers' perspectives and beliefs toward mathematics teaching and on their development as mathematics educators. Findings of this qualitative study suggest that contextual variances in field-based experiences influence the development of preservice teachers' understanding and application of mathematics pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10