Self-Determination Theory as a Framework for an Intermediate/Senior Mathematics Preservice Course

Autor/in	Irvine, Jeff
Titel	Self-Determination Theory as a Framework for an Intermediate/Senior Mathematics Preservice Course
Quelle	In: Journal of Instructional Pedagogies, 22 (2019), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Self Determination; Theories; Models; Preservice Teachers; Preservice Teacher Education; Mathematics Achievement; Student Motivation; Theory Practice Relationship; Content Analysis; Mathematics Education; Foreign Countries; Pedagogical Content Knowledge; Knowledge Level; Middle School Mathematics; Secondary School Mathematics; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Canada + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Theorie-Praxis-Beziehung; Inhaltsanalyse; Mathematische Bildung; Ausland; Pädagogische Kompetenz; Wissensbasis; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Kanada
Abstract	One of the primary goals of teacher education is to aid preservice candidates in formulating a personal philosophy of teaching that is research-based. Teacher candidates should recognize that their philosophy of teaching and learning must be grounded in research-affirmed theory, certain dimensions of which (e.g., motivation) are critical to student success. Such a theory into practice stance must be transparent in teacher candidates' preservice courses and modeled by instructors. This study used content analysis (Krippendorff, 2013) to investigate one such instance of modeling theory into practice through the use of self-determination theory as the framework for a preservice mathematics course for preservice teachers of grades 7 to 12. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01