Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program

Autor/inn/en	Myers, Kayla D.; Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Fuentes, Debra S.
Titel	Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.261-274 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myers, Kayla D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119854437
Schlagwörter	Teaching Methods; Elementary School Mathematics; Elementary School Teachers; Mathematics Instruction; Urban Schools; Charter Schools; Program Effectiveness; Educational Environment; Teacher Education; Educational Change; Teacher Attitudes; Higher Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted teaching practices, two observations of classroom teaching practices, and a 36-item Cognitively Guided Instruction Teacher Knowledge Assessment. The findings show the PEMSs were connecting their learning during program courses with instructional practices in their classrooms, as 85% were implementing standards-based learning environments (SBLEs) at a high level, with the classroom event of providing their students opportunities to make conjectures about mathematical ideas as a relative struggle. The PEMSs described pedagogical shifts across the program, providing insights into these changes, along with how particular program components contributed, with the emergent themes of "skepticism," "trying it on," "shifters," and "need more support." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01