Literaturnachweis - Detailanzeige
| Autor/in | Welty, Tadlee Jason |
|---|---|
| Titel | Online Deliberate Practice of Questioning and Discussion Skills with Math Preservice Teachers |
| Quelle | (2023), (377 Seiten)
PDF als Volltext Ed.D. Dissertation, The University of West Florida |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-0395-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Questioning Techniques; Discussion (Teaching Technique); Teaching Skills; Mathematics Teachers; Preservice Teachers; Mathematics Instruction; Andragogy; Computer Mediated Communication; Synchronous Communication; Asynchronous Communication; Mentors; Feedback (Response) |
| Abstract | Researchers correlate a teacher's skills with teaching longevity, teacher stress, and student outcomes. Most preservice teachers lack the fundamental teaching skills necessary to succeed within a classroom of students. Educators attempt to solve this teaching skill deficiency by implementing practice-based teacher education. Educators have used helpful frameworks to deliver practice-based education, but each framework lacks guidance as to what happens during a practice session and does not guide online teaching practices. Therefore, deliberate practice provides a theory to frame an online andragogy containing teacher educator inputs, preservice teacher inputs, and an external measure of skill excellence. The purpose of this qualitative singleembedded case study was to describe the perceived and observed skill growth of undergraduate math preservice teachers engaged in an online deliberate practice andragogy intended to enhance questioning and discussion teaching skills at a public university in the Southeastern United States. Six math preservice teachers were selected using a purposive time-location sample. Preservice teachers practiced questioning and discussion skills online in both asynchronous and synchronous settings. Findings showed that the deliberate practice method appeared to aid the skill development of math preservice teachers in both questioning and discussion skills. All observed teachers grew in both questioning and discussion skills. Mentor feedback was consistently noted as being instrumental to skill growth. Re-practicing the same scenario focused the preservice teachers' skill development and encouraged student-centered teaching. Future researchers need to confirm whether these findings are transferable to other settings and skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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