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首页> 外文学位 >The transition from preservice to experienced mathematics teacher: The development of practices, cognitively guided beliefs, and pedagogical content knowledge.
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The transition from preservice to experienced mathematics teacher: The development of practices, cognitively guided beliefs, and pedagogical content knowledge.

机译：从职前到经验丰富的数学老师的过渡：实践，认知指导的信念和教学内容知识的发展。

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摘要

This study documents the development of participants' practices, beliefs, and pedagogical content knowledge as they transition from preservice teachers to experienced teachers. These teachers participated in innovative teacher education project that incorporated the principles of Cognitively Guided Instruction (CGI) as a theoretical framework. In addition, collaborative learning environments with university researchers and experienced K--6 mentor teachers were created for preservice teachers. The purpose of this study was to compare the participants' practices, beliefs, and pedagogical content knowledge at critical points in the learning to teach process. This comparison was then used to generate theories regarding the factors that contributed to or hindered teachers' development. Characteristics that distinguish those who continued to develop practices and beliefs that focused on student thinking and continued to develop pedagogical content knowledge were identified.;Results of the study indicated that this innovative teacher education project that provided collaborative learning environments resulted in preservice teachers changing their views of the role of the student and the teacher in the mathematics classroom. Activities that required preservice teachers to critically reflect upon students' thinking in relation to instructional practices also influenced the continued use of student-centered practices and the development of pedagogical content knowledge.;Factors that contributed to the continued development of practices and beliefs aligned with current mathematics education reform include professional development during the novice teaching experience, supportive teaching environments, and a well-developed pedagogical content knowledge base. Supportive environments, experiences in elementary classrooms, and mathematical content knowledge that was well connected and could be applied to unfamiliar situations, positively influenced pedagogical content knowledge development.;Characteristics that distinguished teachers who continued to use student-centered practices and develop pedagogical content knowledge after entering the teaching profession were their beliefs about the nature of mathematics and the ability to critically reflect on student's understanding in relation to instructional practices.
机译：本研究记录了参与者从职前教师向有经验的教师过渡时的实践，信念和教学内容知识的发展。这些教师参加了创新的教师教育项目，该项目将认知指导教学（CGI）的原理纳入了理论框架。此外，还为职前教师创建了与大学研究人员和经验丰富的K--6导师教师合作的学习环境。这项研究的目的是在学习教学过程的关键点比较参与者的做法，信念和教学内容知识。然后使用这种比较来产生有关影响或阻碍教师发展的因素的理论。确定了区分那些继续发展以学生思维为重点的实践和信念并继续发展教学内容知识的人的特征。研究结果表明，这种创新的教师教育项目提供了协作学习环境，导致职前教师改变了看法。学生和老师在数学课堂中的角色。要求职前教师批判性地反思学生与教学实践有关的思想的活动也影响了以学生为中心的实践的继续使用和教学内容知识的发展。促成与当前趋势相一致的实践和信念的持续发展的因素数学教育改革包括新手教学经验中的专业发展，支持性的教学环境以及完善的教学内容知识库。支持性环境，小学教室中的经验以及可以很好地联系并适用于陌生情况的数学内容知识，对教学内容知识的发展产生了积极影响。；具有以下特点的特色：那些继续使用以学生为中心的实践并在学习后发展教学内容知识的教师进入教学专业是他们对数学性质的信念以及对学生对教学实践的理解进行批判性反思的能力。

著录项

  • 作者

    Cady, Jo Ann.;

  • 作者单位

    Illinois State University.;

  • 授予单位 Illinois State University.;
  • 学科 Mathematics education.;Teacher education.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 307 p.
  • 总页数 307
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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