Enhancing Prospective Secondary Teachers' Potential Competence for Enacting Core Teaching Practices--Through Experiences in University Mathematics and Statistics Courses

Autor/inn/en	Lai, Yvonne; Strayer, Jeremy F.; Ross, Andrew; Adamoah, Kingsley; Anhalt, Cynthia O.; Bonnesen, Chris; Casey, Stephanie; Kohler, Brynja; Lischka, Alyson E.
Titel	Enhancing Prospective Secondary Teachers' Potential Competence for Enacting Core Teaching Practices--Through Experiences in University Mathematics and Statistics Courses
Quelle	In: ZDM: Mathematics Education, 55 (2023) 4, S.867-881 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strayer, Jeremy F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01485-4
Schlagwörter	Secondary School Teachers; Teacher Competencies; Teaching Methods; College Mathematics; Statistics; Curriculum Development + Suchen Sie Ihr Suchwort? Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In 1908, Felix Klein suggested that to mend the discontinuity that prospective secondary teachers face, university instruction must account for teachers' needs. More than a century later, problems of discontinuity remain. Our project addresses the dilemma of discontinuity in university mathematics courses through simulating core teaching practices in mathematically intensive ways. In other words, we interpret teachers' needs to include integrating content and pedagogy. We argue that doing so has the potential to impact teachers' competence. To make this argument, we report findings from the Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S2)) project. The results are based on data from 324 prospective secondary mathematics teachers (PSMTs) enrolled in courses using curricular materials developed by the project in four content areas (algebra, geometry, modeling, and statistics). We operationalized competence in terms of PSMTs' content knowledge for teaching and their motivation for enacting core teaching practices. We examined pre- and post-term data addressing these constructs. We found mean increases in PSMTs' outcomes in content knowledge for teaching and aspects of motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01