Designing Approximations of Practice and Conceptualising Responsive and Practice-Focused Secondary Mathematics Teacher Education

Autor/inn/en	Campbell, Matthew P.; Elliott, Rebekah
Titel	Designing Approximations of Practice and Conceptualising Responsive and Practice-Focused Secondary Mathematics Teacher Education
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.146-164 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Secondary School Teachers; Methods Courses; Student Teaching; Placement; Mathematics Teachers; Teacher Education; Educational Research; Educational Practices; Teaching Methods; Educational Objectives; Sociocultural Patterns; Mathematics Instruction; Algebra; Geometry; Equal Education; Futures (of Society); Culturally Relevant Education + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; Betriebspraktikum; Praktikum; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Soziokulturelle Theorie; Mathematics lessons; Mathematikunterricht; Geometrie; Future; Society; Zukunft
Abstract	Opportunities for teacher candidates to investigate and enact the work of teaching in settings of reduced complexity--what are called "approximations of practice"--offer a promising path toward preparing more ambitious and equitable mathematics teachers. However, these approaches face the risk of not preparing individuals to continue ambitious and equitable practice within the socially- and culturally-defined work they are called to do in schools. In this paper, we discuss findings from ongoing design-based research in secondary mathematics teacher education around considerations for approximations of practice that are more "responsive" to school settings. We discuss analyses of methods courses and concurrent student teaching placements. Two main design considerations have emerged around the way in which approximations of practice are tied to the content and goals of school classrooms and how they specify and explicate the structure and complexity of teaching practice. From these findings, we propose future design and research opportunities. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01