Opportunities to Learn in Cycles of Enactment and Investigation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Arbaugh, Fran; Graysay, Duane; Freeburn, Ben; Konuk, Nursen
Titel	Opportunities to Learn in Cycles of Enactment and Investigation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Teaching Methods; Secondary School Teachers; Mathematics Teachers; Mathematics Instruction; Methods Courses; Teacher Education Programs; Lesson Plans; Educational Objectives; Student Attitudes; Learning Processes + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Lesson planning; Unterrichtsplanung; Educational objective; Bildungsziel; Erziehungsziel; Schülerverhalten; Learning process; Lernprozess
Abstract	In recent decades, scholars of teacher education have suggested that teacher educators (TEs) should integrate the development of prospective teachers' (PTs') knowledge with their skills for enacting teaching, characterized in the literature as pedagogies of practice. One way to operationalize pedagogies of practice is through engaging PTs in cycles of enactment and investigation (CEIs). Using an opportunity to learn (OTL) lens, this study investigated one CEI enacted in a secondary mathematics methods course. Analyzing course artifacts and final interviews, we found that the PTs had OTL in all six nodes of the CEI, that OTL differed across the nodes, and that OTL in later nodes depended on knowledge built in previous nodes. Implications include the importance of PTs engaging in all nodes of a CEI to maximize OTL about mathematics teaching practices, mathematics, students, and learning. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01