Preservice Teachers' Critical Connections to Effective Mathematical Teaching Practices: An Instructional Approach Using Vignettes

Autor/inn/en	Wilkerson, Trena; Kerschen, Keith; Shelton, Ryann
Titel	Preservice Teachers' Critical Connections to Effective Mathematical Teaching Practices: An Instructional Approach Using Vignettes
Quelle	In: Action in Teacher Education, 40 (2018) 4, S.358-373 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkerson, Trena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1512430
Schlagwörter	Preservice Teachers; Instructional Effectiveness; Mathematics Instruction; Teaching Methods; Educational Practices; Vignettes; Methods Courses; Secondary School Mathematics; Common Core State Standards; Problem Solving; Knowledge Base for Teaching; Reflective Teaching; Classroom Communication; Preservice Teacher Education; Field Instruction + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Methodisch-didaktische Anleitung; Common core curriculum; Curriculum; Kerncurriculum; Problemlösen; Teaching theory; Theory of teaching; Unterrichtstheorie; Klassengespräch; Lehramtsstudiengang; Lehrerausbildung; Praxisklasse
Abstract	Preservice teachers (PSTs) must be able to link content, effective teaching practices, and student learning; thus, it is critical for teacher educators to emphasize connections between research and practice in methods courses. Reflection plays an important role in this process. In this article, the authors discuss and illustrate a vignette activity sequence used in a secondary mathematics methods course focused on the Common Core State Standards Mathematical Practices and the National Council of Teachers of Mathematics Mathematical Teaching Practices. This activity sequence includes a mathematical task with authentic student work, a targeted vignette, and a reflection exercise connected to the PSTs' ongoing fieldwork. The authors include a guide to implementing the activity sequence with an accompanying example used in a methods course. In addition, implications for research and practice are discussed including utilization in other content areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01