Literaturnachweis - Detailanzeige
Autor/in | Keazer, Lindsay M. |
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Titel | Creating a Context for Graduate Student Learning through Constructivist Inquiry: Introduction to Academia as Learning through Play |
Quelle | In: Theory Into Practice, 62 (2023) 1, S.50-61 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Keazer, Lindsay M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
DOI | 10.1080/00405841.2022.2135908 |
Schlagwörter | Constructivism (Learning); Inquiry; Play; Teaching Methods; Mentors; Mathematics Instruction; Secondary School Mathematics; Doctoral Students; Interpersonal Relationship; Reflective Teaching; Feedback (Response) Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung |
Abstract | In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through listening, posing questions, creating cognitive conflict, and encouraging my autonomous exploration. What stood out from this process are the parallels between her words about constructivism, applied to the elementary mathematics classroom, and her ways of mentoring me into the space of mathematics education research, theory, and practice. Her patient and student-centered mentorship had a profound impact on my ways of framing and studying teacher learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |