Developing a Cognitive Theory from Student Teachers' Post-Lesson Reflective Dialogues on Secondary School Mathematics

Autor/inn/en	Nyaumwe, Lovemore J.; Mtetwa, David K.
Titel	Developing a Cognitive Theory from Student Teachers' Post-Lesson Reflective Dialogues on Secondary School Mathematics
Quelle	In: South African Journal of Education, 31 (2011) 1, S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Secondary School Mathematics; Mathematics Instruction; Student Teachers; Theories; Cognitive Processes; Mathematics Teachers; Reflection; Interviews; Foreign Countries; Case Studies; Observation; Vignettes; Grade 8; Grade 9; Audio Equipment; Zimbabwe + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Theory; Theorie; Cognitive process; Kognitiver Prozess; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Ausland; Case study; Fallstudie; Case Study; Beobachtung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Audio-CD; Simbabwe
Abstract	This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflective dialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed. Dialogue at each of the phases of the theory may not easily change student teachers' conceptions of teaching, but could provide a platform and structure for reviewing, modifying, or even maintaining teaching cognitions. While the older and more familiar "apprenticeship" models are based on an expert teacher coaching a novice student teacher instructional skills, this fresh "social" model is based on novice student teachers and their peers coaching each other teaching skills. An important implication of this observation is that current discourse on strategies for improving the quality of student teaching may move towards a consideration for a fresh school attachment model. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01