Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p185-192.

Autor/inn/en	Shriki, Atara; Lavy, Ilana
Titel	Assimilating Innovative Learning/Teaching Approaches into Teacher Education: Why Is It so Difficult? [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p185-192.
Quelle	4 (2005), S.185-192 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Preservice Teacher Education; Teacher Attitudes; Beliefs; Student Projects; Instructional Innovation; Case Studies; Success; Educational Objectives; Mathematics Instruction; Portfolios (Background Materials) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Belief; Glaube; Schulprojekt; Educational Innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Erfolg; Educational objective; Bildungsziel; Erziehungsziel; Mathematics lessons; Mathematikunterricht
Abstract	Research shows that most training programs aimed at qualifying pre-service teachers (PST) have a slight influence on their beliefs regarding learning and teaching. In order to understand the reasons of this phenomenon we asked our PST to write a portfolio while experiencing learning via a computerized-project-based-learning (CPBL) approach. Analysis of the PST's portfolio raised two main possible reasons for the stagnation of their beliefs: a lack of sufficient success in achieving expected goals, and an inadequate synchronization between the experience of innovative approaches and their implementation. In this paper we present a case study of one of our PST written reflections, in which those two issues are addressed. [For complete proceedings see ED496851.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10