A Professional Experience Learning Community for Secondary Mathematics: Developing Pre-Service Teachers' Reflective Practice

Autor/inn/en	Cavanagh, Michael; McMaster, Heather
Titel	A Professional Experience Learning Community for Secondary Mathematics: Developing Pre-Service Teachers' Reflective Practice
Quelle	In: Mathematics Education Research Journal, 27 (2015) 4, S.471-490 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0145-z
Schlagwörter	Secondary School Mathematics; Preservice Teachers; Observational Learning; Team Teaching; Reflection; Problem Solving; Mixed Methods Research; Student Reaction; Student Journals; Training Methods; Professional Education; Learning Experience; Educational Practices; Teacher Collaboration + Suchen Sie Ihr Suchwort? Imitationslernen; Teamteaching; Problemlösen; Schülerkritik; Studentenzeitung; Didaktik; Trainingsmaßnahme; Berufsausbildung; Lernerfahrung; Bildungspraxis; Lehrerkooperation
Abstract	This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01