A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics

Autor/inn/en	Lin, Pi-Jen; Acosta-Tello, Enid
Titel	A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 2, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Pi-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0829-1
Schlagwörter	Mentors; Preservice Teachers; Elementary School Mathematics; Mathematics Teachers; Teacher Education Programs; Mathematics Instruction; Pretests Posttests; Models + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Analogiemodell
Abstract	The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one mentor, an expert in teaching mathematics, while they also leaned to teach Chinese from the other mentor, an expert in teaching Chinese. Ten prospective teachers enrolled in a mathematics mastery mentoring program were the target population. Data sources included the following: surveys, pre- and post-tests, self-evaluations, teaching demonstrations and portfolios. Results indicate that the mentoring model created more and better opportunities for prospective teachers to enhance their expertise in teaching mathematics. Contributing factors appeared to be: (1) a well-structured practicum with clear goals; (2) the emotional and professional support from mentors for their prospective teachers; (3) meeting the needs and concerns of prospective teachers; (4) the mentors' level of expertise in teaching and mentoring; and (5) creating a close partnership between the university and the school, leading to the close mentorship between the mentors and prospective teachers, providing guidance for mentors from professors. The implications for teacher education programs are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01