Assessing Prospective Teachers' Analysis of Teaching: How Well Can They Link Teaching and Learning?

Autor/inn/en	Phelps-Gregory, Christine; Spitzer, Sandy
Titel	Assessing Prospective Teachers' Analysis of Teaching: How Well Can They Link Teaching and Learning?
Quelle	In: Mathematics Teacher Educator, 7 (2018) 1, S.34-49 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Preservice Teachers; Student Attitudes; Teacher Educators; Questioning Techniques; Cues; Teacher Education Programs; Learning Processes; Teaching Methods; Task Analysis; Mathematics Instruction; Thinking Skills; Educational Objectives + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Befragungstechnik; Fragetechnik; Stichwort; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Educational objective; Bildungsziel; Erziehungsziel
Abstract	One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic reflection and learning from their own teaching. One important skill involved in systematic reflection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs' ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts influenced PTs' enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs' hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs' responses. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01