Learning to Teach within Practice-Based Methods Courses

Autor/inn/en	Kazemi, Elham; Waege, Kjersti
Titel	Learning to Teach within Practice-Based Methods Courses
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.125-145 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Teaching Methods; Methods Courses; Elementary School Teachers; Teacher Education; Preservice Teachers; Instructional Design; Learning Processes; Course Descriptions; Mathematics Instruction; Video Technology; Student Teaching; Student Attitudes; Autobiographies; Case Studies; Computer Software; Coding; Learning Experience; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Kursstrukturplan; Mathematics lessons; Mathematikunterricht; Teaching practice; Unterrichtspraxis; Schülerverhalten; Autobiography; Autobiografie; Autobiographie; Case study; Fallstudie; Case Study; Codierung; Programmierung; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Supporting prospective teachers to enact high quality instruction requires transforming their methods preparation. This study follows three teachers through a practice-based elementary methods course. Weekly class sessions took place in an elementary school. The setting afforded opportunities for prospective teachers to engage in cycles of investigation and enactment. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements. All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students' thinking. Our analysis connects the teachers' learning to the intentional design of the methods course. (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