Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

Autor/inn/en	Hiebert, James; Berk, Dawn; Miller, Emily
Titel	Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching
Quelle	In: Elementary School Journal, 117 (2017) 4, S.687-707 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/691685
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Longitudinal Studies; Teacher Education Programs; College Graduates; Elementary School Teachers; Classroom Techniques; Relationship + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulabsolvent; Hochschulabsolventin; Elementary school; Grundschule; Volksschule; Klassenführung; Wechselbeziehung
Abstract	The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3 summers following graduation. Participants performed significantly better on the 3 tasks focused on mathematics topics studied in the program than on the task focused on a mathematics topic not studied in the program. After checking several alternative hypotheses, we conclude that a likely explanation for the performance differences is the mathematical knowledge for teaching that participants developed as freshmen in the preparation program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01