Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

Autor/in	Ginsburg, Lynda
Titel	Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math
Quelle	In: Adults Learning Mathematics, 11 (2016) 2, S.7-13 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Beginning Teachers; Adult Education; Mathematics Teachers; Mathematics Instruction; Reflective Teaching; Educational Practices; Mathematics Skills; Computation; Teacher Orientation; Online Courses; Teacher Attitudes; Cohort Analysis; Language Usage; Word Problems (Mathematics); Mathematics Anxiety; Teaching Methods; Relevance (Education) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Bildungspraxis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Orientation; Orientierung; Online course; Online-Kurs; Lehrerverhalten; Kohortenanalyse; Sprachgebrauch; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz
Abstract	Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they were likely to do so, posting their responses to online course discussion boards. Almost half of the respondents reported they "primarily emphasize calculation skills" and shared various reasons for doing so. The remaining respondents reported emphasizing one of four other instructional practices. Teachers put forth a variety of justifications for the instructional practices they have been using. Professional development efforts will need to recognize and take account of the teachers' beliefs, assumptions and current practices. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01