Learning about Teaching through Research and Vice Versa: Towards Developing Methods in Graduate Coursework

Autor/inn/en	Rapke, Tina; Karrass, Margaret
Titel	Learning about Teaching through Research and Vice Versa: Towards Developing Methods in Graduate Coursework
Quelle	In: Mathematics Teacher Education and Development, 20 (2018) 2, S.58-74 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Graduate Study; Mathematics Instruction; College Mathematics; Graduate Students; Teaching Methods; Middle School Students; Phenomenology; Faculty Development; Preservice Teachers; Educational Research; Pedagogical Content Knowledge; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Mathematics lessons; Mathematikunterricht; Graduate Study; Student; Students; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsforschung; Pädagogische Forschung; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung
Abstract	The research on methods used in graduate mathematics education courses is limited, however existing groundwork suggests that curriculum should provide students with experiences that align with the practices of mathematics education researchers. At the same time, calls to connect mathematics education research and classroom practice have been articulated both within and outside the literature on the preparation of mathematics education researchers. This study describes a process that we call learning about teaching through research and vice versa (LTR). Specifically, the process involved mathematics education graduate students (who already hold teacher certification) engaging in a mathematical task, reading a research paper about the same mathematical task, and then completing an assignment based on viewing video data from a school classroom where middle school students engaged with the same task. Phenomenography was used to analyse written survey data and report that graduate students experienced the process as teachers, researchers, and teacher-researchers. The results indicate that the implemented methodology 1) offered students an opportunity to experience practices similar to those in which mathematics education researchers engage while pursuing scholarly inquiries, and 2) provided a setting where students learned about teaching and mathematics education research. Finally, the results support the claim that the LTR methodology acts as an example where research and practice enhanced one another and thus connect research and practice. (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