Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching

Autor/inn/en	Livy, Sharyn L.; Vale, Colleen; Herbert, Sandra
Titel	Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 2, Artikel 10 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Teacher Education; Preservice Teacher Education; Learning Experience; Mathematics Instruction; Practicums; Elementary School Teachers; Educational Quality; Program Descriptions; Partnerships in Education; Longitudinal Studies; Mixed Methods Research; Student Attitudes; Observation; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Lernerfahrung; Mathematics lessons; Mathematikunterricht; Practicum; Praktikum; Praktika; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Hochschulpartnerschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Beobachtung; Interviewing; Interviewtechnik; Australien
Abstract	While it is recognised that a teachers' mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers' developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and quality of pre-service teachers' learning experiences. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01