Helping Pre-Service Mathematics Teachers Connect Theory and Practice: Using Reading, Writing, and Observation Protocols to Structure Field Experiences

Autor/inn/en	Cross, Stephanie Behm; Bayazit, Nermin Tosmur
Titel	Helping Pre-Service Mathematics Teachers Connect Theory and Practice: Using Reading, Writing, and Observation Protocols to Structure Field Experiences
Quelle	In: Teacher Education Quarterly, 41 (2014) 2, S.51-71 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Theory Practice Relationship; Interviews; Preservice Teacher Education; Student Attitudes; Reading Assignments; Writing Assignments; Observation; Experiential Learning; Program Effectiveness; Literature Reviews; Student Teaching; Reflection; Mathematics Instruction; Methods Courses; Middle School Teachers; Journal Writing; Mentors; Georgia + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Beobachtung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching practice; Unterrichtspraxis; Mathematics lessons; Mathematikunterricht; Methodisch-didaktische Anleitung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Zeitschriftenaufsatz
Abstract	The authors designed the project described her in order to address their students' expressed frustrations at the perceived disconnect between theory and practice. The project combined course readings, journaling, collaboratively created observation protocols, and classroom observation into a semester-long iterative assignment. The students' work on this project, and the resulting impact on professional capital, is the focus of this study. Using data from course artifacts, interviews, and written reflections, the authors focused their study on one central research question: What is the impact of a collaborative, semester-long, reading-writing-observation project on pre-service teachers' ability to connect theory and practice? In this article, they include a review of the literature, offer a short description of the methods followed by a detailed description of the Theory-into-Practice (TIP) project, and report their findings. The authors conclude by discussing the potential impact of the project on their students' developing professional capital, share missed opportunities for learning, offer project modifications, and suggest potential implications for teacher education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04