Elementary Teachers' Approach to Responsive Teaching in a Self-Regulated Mathematics Environment

Autor/inn/en	Estapa, Anne; Schmidt-Crawford, Denise; Ash, Andrea; Sahin, Ercin
Titel	Elementary Teachers' Approach to Responsive Teaching in a Self-Regulated Mathematics Environment
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 22 (2022) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Teaching Methods; Mathematics Instruction; Questioning Techniques; Blended Learning; Independent Study; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Befragungstechnik; Fragetechnik; Selbststudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Self-regulated learning (SRL) environments provide the context for students?to have more control over their own learning and have the potential to greatly benefit students. However, more research is needed to understand how teachers approach their interactions with students in these settings and how teachers actualize effective teaching practices in SRL environments. This study was focused on responsive teaching as one type of effective practice. The researchers utilized teachers' use of questioning as an indicator of responsiveness. Using content analysis, the researchers documented instances of questioning teachers used to build dialogic interaction. Focus was placed on understanding the extent to which teachers' questions were responsive to students' thinking within a blended SRL context. Findings suggest that teachers' use of responsive questioning varied by person and context and were impacted by several factors: the teacher's understanding of the goals and affordances of an SRL environment, classroom context and teaching approach, and lesson format (e.g., large group vs. individual). Based on the findings, the authors suggest that teachers' understanding of SRL impacts the extent to which they use responsive teaching to interact with student's self-paced instruction. In particular, teachers' focus on conceptual (rather than procedural) goals in the SRL environment supports student thinking and agency. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01