Being "Challenged" and Masking My Own Uncertainty: My Parallel Journey with Elementary Prospective Teachers

Autor/in	Simpson, Amber
Titel	Being "Challenged" and Masking My Own Uncertainty: My Parallel Journey with Elementary Prospective Teachers
Quelle	In: Studying Teacher Education, 15 (2019) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2019.1587608
Schlagwörter	Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Beginning Teachers; Teacher Educators; High School Teachers; Preservice Teacher Education; Self Evaluation (Individuals); Pedagogical Content Knowledge; Mathematical Concepts; Autobiographies + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Junior teacher; Junglehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; High school; High schools; Oberschule; Lehramtsstudiengang; Pädagogische Kompetenz; Autobiography; Autobiografie; Autobiographie
Abstract	This research utilized self-study methodology to examine my experience as a novice elementary mathematics teacher educator whose foundation was a high school mathematics teacher and graduate training in secondary mathematics education. By analyzing video data of the weekly mathematics methods course, I relived moments in which I masked my uncertainties through engaging the class in discussion, putting up a wall of defense, and through walking away or leaving the discussion unresolved. However, my perspective of these moments was reframed through stimulated recall interviews with two of the prospective elementary teachers enrolled in the course. Our experiences were similar in terms of our tensions and professional growth, our understanding of mathematical concepts, student thinking, and appropriate instructional practices. The insights from this study raised questions regarding a community of learners among teacher educators and prospective teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01