Mathematics Teacher Educators' Perspectives on Their Design of Content Courses for Elementary Preservice Teachers

Autor/inn/en	Li, Wenjuan; Castro Superfine, Alison
Titel	Mathematics Teacher Educators' Perspectives on Their Design of Content Courses for Elementary Preservice Teachers
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 2, S.179-201 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9356-9
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teacher Educators; Faculty Development; Student Centered Learning; Case Studies; Elementary School Teachers; Preservice Teacher Education; Pedagogical Content Knowledge; Teaching Methods; Teacher Attitudes; College Faculty; Instructional Design + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Lehramtsstudiengang; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This descriptive case study examines six mathematics teacher educators' (MTEs) perspectives on their design of content courses for elementary preservice teachers. By focusing on MTE's design goals and considerations for their mathematics content courses, the means by which they achieved these course design goals, and the challenges they encountered as they carried out their design goals, this study adds to the image of mathematics content courses, and sheds light on the work of MTEs. Our findings indicate that MTEs design content courses that take a learner-centered approach to instruction and that in designing learner-centered content courses, MTEs face a variety of challenges. Implications for the professional development of MTEs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01