Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models

Autor/in	Mongillo, Maria Boeke
Titel	Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models
Quelle	In: Networks: An Online Journal for Teacher Research, 18 (2016) 2, Artikel 4 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Graduate Students; Mathematics Instruction; Mathematics Teachers; Self Efficacy; Mixed Methods Research; Preservice Teachers; Elementary School Teachers; Preschool Teachers; Experiential Learning; Video Technology; Teaching Models; Methods Courses; Pretests Posttests; Scores; Program Effectiveness; Pedagogical Content Knowledge; Student Surveys; Action Research; Intervention; New York + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Elementary school; Grundschule; Volksschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Experiental learning; Erfahrungsorientiertes Lernen; Lehrmodell; Methodisch-didaktische Anleitung; Pädagogische Kompetenz; Schülerbefragung; Projektforschung
Abstract	Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers explored how having students engage in hands-on activities and view video teaching models in a graduate mathematics methods course influenced their teacher self-efficacy for math. The study took place in two phases, with course modifications made between the two. Statistical analyses of pre- and post-test scores on the Mathematics Teaching Efficacy Beliefs Instrument showed positive outcomes in Phase 1 but not Phase 2. Qualitative data in both phases suggested working with hands-on materials and viewing video models was beneficial to building student self-efficacy and in improving mathematical content knowledge. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01