Developing Pre-Service Teachers' Knowledge for Teaching in the Early Years: Selecting and Sequencing

Autor/inn/en	Livy, Sharyn; Downton, Ann; Muir, Tracey
Titel	Developing Pre-Service Teachers' Knowledge for Teaching in the Early Years: Selecting and Sequencing
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 3, S.17-35 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Teacher Competencies; Theory Practice Relationship; Mathematics Instruction; Multiplication; Pedagogical Content Knowledge; Thinking Skills; Elementary School Teachers; Manipulative Materials; Teaching Methods; Student Teacher Attitudes; Coding; Mathematics Activities; Sequential Approach; Mathematical Logic; Mathematical Concepts; Foreign Countries; Qualitative Research; Case Studies; Australia + Suchen Sie Ihr Suchwort? Lehrkunst; Theorie-Praxis-Beziehung; Mathematics lessons; Mathematikunterricht; Multiplikation; Pädagogische Kompetenz; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Schrittfolge; Mathematical logics; Mathematische Logik; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Australien
Abstract	Developing pre-service teachers' (PSTs') knowledge of pedagogical practices can be particularly challenging within university classrooms. Teacher educators are well placed to provide PSTs with theoretical perspectives on pedagogical practices; what is particularly challenging, however, is linking theory with practice and developing PSTs' breadth and depth of knowledge in mathematical concepts. In this article, we describe the experiences undertaken by two cohorts of PSTs during their tutorials designed to assist them to notice and discuss Year 2 students' responses to an array task. Open-coding was used to analyse PSTs' selection and sequencing of five different work samples. Findings indicated that while the authentic work samples assisted the PSTs to make connections with the students' mathematical understandings, the lesson also provided an insight into the PSTs' own foundation knowledge of mathematical understandings relating to children's development of multiplicative thinking. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01