Literaturnachweis - Detailanzeige
Autor/in | Kramarski, Bracha |
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Titel | Developing a Pedagogical Problem Solving View for Mathematics Teachers with Two Reflection Programs |
Quelle | In: International Electronic Journal of Elementary Education, 2 (2009) 1, S.137-153 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1307-9298 |
Schlagwörter | Foreign Countries; Reflection; Elementary School Teachers; Mathematics Teachers; Problem Solving; Teacher Attitudes; Faculty Development; Pedagogical Content Knowledge; Metacognition; Questioning Techniques; Self Control; Learning Strategies; Self Management; Teaching Methods; Measures (Individuals); Teacher Evaluation; Statistical Analysis; Workshops; Questionnaires; Multivariate Analysis; Israel Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Lehrerverhalten; Pädagogische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Befragungstechnik; Fragetechnik; Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Teacher appraisal; Lehrerbeurteilung; Statistische Analyse; Lernwerkstatt; Schulung; Fragebogen; Multivariate Analyse |
Abstract | The study investigated the effects of two reflection support programs on elementary school mathematics teachers' pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection discourse (R_D) training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q) is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D). No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view. (As Provided). |
Anmerkungen | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |