Assessing Teaching Practices of Secondary Mathematics Student Teachers: An Exploratory Cross Case Analysis of Voluntary Field Experiences

Autor/inn/en	McClintock, Edwin; O'Brien, George; Jiang, Zhonghong
Titel	Assessing Teaching Practices of Secondary Mathematics Student Teachers: An Exploratory Cross Case Analysis of Voluntary Field Experiences
Quelle	In: Teacher Education Quarterly, 32 (2005) 3, S.139-151 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Student Teachers; Field Experience Programs; Educational Change; Teaching Methods; Secondary School Mathematics; Educational Practices; Student Volunteers; Case Studies; Microteaching; Portfolio Assessment; Instructional Innovation; Florida + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Praxisnahes Lernen; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Case study; Fallstudie; Case Study; Portfoliobeurteilung; Educational Innovation; Bildungsinnovation
Abstract	Analyses of the impact of reform-based teaching practices in Florida International University's program have been previously reported. However, the impact of the field experiences "per se" has not been assessed. Using a cross-case analysis approach, the authors assess the impact of voluntary field experiences with teachers who practice innovative mathematics methods in keeping with school reform mandates on the actual teaching behaviors and beliefs of mathematics teacher candidates. One can infer that the optional supplementary experiences, especially the PAC (Partnership in Academic Communities) experience, either enhanced or reinforced a positive impact on the development of reform-centered and standards-based preservice teacher practitioners. The pre-service teachers who had many more supplemental experiences performed significantly better in constructing standards-based, reform oriented classrooms than those who had fewer such experiences. (Contains 2 tables and 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10