"No Wonder Out-of-Field Teachers Struggle!": Unpacking the Thinking of Expert Teachers

Autor/inn/en	Beswick, Kim; Fraser, Sharon; Crowley, Suzanne
Titel	"No Wonder Out-of-Field Teachers Struggle!": Unpacking the Thinking of Expert Teachers
Quelle	In: Australian Mathematics Teacher, 72 (2016) 4, S.16-20 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Expertise; Teacher Characteristics; Mathematics Teachers; Mathematics Instruction; Mathematics Education; Teaching Methods; Science Instruction; Science Teachers; STEM Education; Pedagogical Content Knowledge; Mentors; Grade 6; Grade 7; Grade 8; Grade 9; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Expert appraisal; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; STEM; Pädagogische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Australien
Abstract	In this paper, the authors describe the initial stage of developing a framework designed to support out-of-field, less experiences or isolated mathematics and science teachers to make decisions about the use of resources in their teaching. The process highlighted the complexity and extent of the knowledge on which expert teachers draw in making such decisions and thus underscored the enormity of the task of teaching out-of-field. The eventual product, the Science, Technology, Engineering and Mathematics: Critical Appraisal for Teachers (STEMCrAfT) framework has proven useful not only for the target audience, but also as a tool for colleagues who take on a mentoring role. The authors begin with a brief description of teacher knowledge before describing the project and then presenting what they unearthed about expert teachers' thinking and knowledge. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01