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首页> 外文期刊>Journal of mathematics teacher education >Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach
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Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach

机译：学习教数学和分析教学效果：基于视频和实践的方法的证据

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摘要

Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative researchbased instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video- and practice-based course on prospective teachers' mathematics classroom practices and analysis of their own teaching. Two groups of elementary prospective teachers participated in the study-one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching. Conclusions discuss the importance of teaching these skills systematically during teacher preparation.
机译：尽管已经出现了新的共识，即以实践为基础的教师准​​备方法有助于缩短大学课程工作与实地工作经验之间的距离，并确保未来的教师学会实施基于研究的创新教学策略，但很少有实证研究对这种方法的教师学习进行了调查。本研究考察了基于视频和实践的课程对准教师的数学课堂实践的影响以及对他们自己的教学的分析。两组基本的准教师参加了研究，一组参加了该课程，一组没有参加。调查结果表明，该课程有助于参与者使学生的思维清晰可见，并在教学过程中进一步进行学习，并对他们自己的教学进行基于证据的分析。结论讨论了在教师准备期间系统地教授这些技能的重要性。

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