Literaturnachweis - Detailanzeige
Autor/inn/en | Blanton, Maria L.; Berenson, Sarah B.; Norwood, Karen S. |
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Titel | Using Classroom Discourse To Understand a Prospective Mathematics Teacher's Developing Practice. |
Quelle | In: Teaching and Teacher Education, 17 (2001) 2, S.227-42Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0742-051X |
Schlagwörter | Discourse Analysis; Higher Education; Mathematics Instruction; Mathematics Teachers; Middle School Teachers; Middle Schools; Preservice Teacher Education; Student Teachers; Student Teaching Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis |
Abstract | Examined a preservice middle school mathematics teachers' emerging practice, investigating the nature of classroom discourse and its role in her development while student teaching. Early classroom discourse mediated her teaching toward a traditional paradigm of giving information. Ultimately, experiencing the power and diversity of students' ideas contributed to shifts in her early forms of practice. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |