Mathematics Student-Teachers' Views of Teaching Practice in Classroom Context

Autor/inn/en	Senawongsa, Chanika; Intaros, Pimpaka; Karawad, Ratchanee; Punpeng, Komkind
Titel	Mathematics Student-Teachers' Views of Teaching Practice in Classroom Context
Quelle	In: Mathematics Teaching Research Journal, 15 (2023) 2, S.4-22 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Teachers; Student Teachers; Student Teacher Attitudes; Mathematics Instruction; Teaching Methods; Lesson Plans; Classroom Environment; Learning Processes; Teacher Collaboration; Coaching (Performance); Educational Improvement; Case Studies; Correlation; Problem Solving; Teacher Education Programs; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Klassenklima; Unterrichtsklima; Learning process; Lernprozess; Lehrerkooperation; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Korrelation; Problemlösen; Ausland
Abstract	This study aimed to analyze views of mathematics student-teachers on teaching practice in classroom contexts by subsuming following the new didactic triangle, which was used as a conceptual framework: (1) Teaching Process, (2) Learning Process, and (3) Thinking Process. A participative research design was employed for the research methodology. The participants included seven fourth-year student-teachers, a purposive group of a case study that had been teaching practice in schools of the mathematics teacher education program for two weeks. They voluntarily participated in schools using Lesson Study and Open Approach and collaboratively designed lesson plans coached by researchers. After two-week teaching practices in school contexts, they were asked to reflect on their teaching practice covering (1) whether their teaching practices are accomplished, show some evidence of students' ideas, (2) identify problems found in their teaching practice, and (3) identify improving aspects of teaching practice for subsequent lessons' improvement. Results of the study showed that the mathematics student-teachers' views are reflected on their teaching practice in the actual classroom context following the aspects of the new didactic triangle and correlate with teaching mathematics through problem-solving, which is a mainstream and widespread pedagogical approach. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01