Developing Critical Reflection and Inquiry among Teacher Candidates in an Elementary Mathematics Methods Course

Autor/inn/en	Cerezci, Bilge; Chase, Elizabeth
Titel	Developing Critical Reflection and Inquiry among Teacher Candidates in an Elementary Mathematics Methods Course
Quelle	In: i.e.: inquiry in education, 14 (2022) 1, Artikel 9 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Teacher Education Programs; Critical Thinking; Methods Courses; Elementary School Teachers; Reflection; Teaching Methods; Learning Processes; Learning Experience; Mathematics Instruction; Educational Experience; Undergraduate Students; Student Attitudes; Mathematics Education; Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Kritisches Denken; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernerfahrung; Mathematics lessons; Mathematikunterricht; Bildungserfahrung; Schülerverhalten; Mathematische Bildung; Aktives Lernen
Abstract	This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01