Lived Experiences: Secondary Mathematics Pre-Service Teachers' Perspectives about Multiple Components of Their Teacher Education Program

Autor/inn/en	Jao, Limin; Stewart, Alexandra; Rao, Nakita
Titel	Lived Experiences: Secondary Mathematics Pre-Service Teachers' Perspectives about Multiple Components of Their Teacher Education Program
Quelle	In: Mathematics Teacher Education and Development, 23 (2021) 2, S.42-58 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Preservice Teachers; Secondary School Teachers; Teacher Education Programs; Teaching Methods; Beginning Teachers; Educational Change; Situated Learning; Case Studies; Student Attitudes; Teacher Role; Student Role; Methods Courses; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Bildungsreform; Case study; Fallstudie; Case Study; Schülerverhalten; Lehrerrolle; Methodisch-didaktische Anleitung; Ausland; Kanada
Abstract	Reform-based approaches to teaching mathematics are proven to be most effective for students' learning, yet many novice secondary mathematics teachers still use traditional approaches. One reason for this is that novice teachers tend to teach the way that they experienced mathematics as students themselves. There is thus an onus on teacher education programs to provide pre-service teachers (PSTs) with new, reform-based experiences with mathematics in order to positively influence their future teaching practice. Grounded in situated learning theory, this qualitative, exploratory case study examined PSTs' perceptions and experiences of reform-based approaches in three components of their teacher education program. PSTs shared during interviews that they experienced reform-based approaches in both "student" and "teacher" roles in different ways and to different extents. Findings also highlight the impact that teacher educators have on PSTs' learning. We conclude by proposing multiple considerations for how teacher education programs can provide opportunities for PSTs to experience reform-based approaches in situated ways. (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: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01