A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

Autor/inn/en	Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody
Titel	A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses
Quelle	In: SRATE Journal, 25 (2016) 2, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Case Studies; Mathematics Instruction; Preservice Teachers; Surveys; Career Choice; Elementary School Teachers; Pedagogical Content Knowledge; Student Attitudes; Teacher Education Programs; Learning Activities; Teaching Methods; Likert Scales; Measures (Individuals); Self Efficacy; Teacher Effectiveness; Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Schülerverhalten; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Messdaten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik
Abstract	This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two groups upon completion of the teacher preparation program. Also, they characterized their experiences with knowing, learning, and teaching mathematics during the courses in dissimilar ways. The findings offer insights into course content, pedagogical approaches, and learning activities that prompted motivation, learning, and change. Notably, elementary prospective teachers understanding the applicability of the mathematics they are learning to their chosen career path is paramount. (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