Buradasınız

ENRICHING A PRESERVICE TEACHER’S CLASSROOM EXPERIENCES THROUGH CYCLES OF TEACHING AND REFLECTION

Journal Name:

Publication Year:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study adds momentum to the ongoing teacher education discussion by observing a preservice teacher’s development and implementation of a lesson plan in a high school classroom. The consequences of his lack of teaching experience and incomplete content knowledge on his pedagogical content knowledge were observed during his planning and teaching of a lesson to a group of high school students. Although his experience in this study did not substantially alter his content and pedagogical content knowledge, he gained experience in preparing and teaching a lesson. The results indicate that preservice teachers benefit from multiple cycles of planning, implementing, and reflecting on their teaching, in stages of increasing awareness, under the supervision of their professors and experienced teachers.
41-52

REFERENCES

References: 

Artzt, A. F. (1999). A structure to enable preservice teachers of mathematics to reflect on their teaching. Journal of Mathematics Teacher Education, 2, 143-166.
Ball, D.L. (1990). The mathematical understandings that preservice teachers bring to teacher education. The Elementary School Journal, 90, 449–466.
Güney HACIÖMEROĞLU - C.U. Faculty of Education Journal, 41/1 (2012), 41-52
51
Ball, D.L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of Research on Teaching (pp. 433–456). Washington, DC: American Educational Research Association.
Ball, D.L., & McDiarmid, G.W. (1990). The subject-matter preparation of teachers. In W.R. Houston (Eds.), Handbook of Research on Teacher Education (pp. 437-449). New York, NY: MacMillan.
Blanton, M. L., Berenson, S. B. & Norwood, K. S. (2001). Exploring a pedagogy for the supervision of prospective mathematics teachers. Journal of Mathematics Teacher Education, 4, 177–204.
Borko, H. & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching & Teacher Education, 11(5), 505-518.
Bowman, N. (1979). College supervision of student teaching: A time to reconsider. Journal of Teacher Education, 30, 29–30.
Cooney, T.J. (1996). Mathematics, pedagogy, and secondary teacher education: Developing a topic across the curriculum: Functions. Portsmouth, NH: Heinemann.
Even, R. (1989). Preservice secondary teachers’ knowledge and understanding about mathematical functions (Unpublished doctoral dissertation). Michigan State University, USA.
Even, R. (1990). Subject matter knowledge for teaching and the case of functions. Educational Studies in Mathematics, 21, 521-554.
Even, R. (1993). Subject matter knowledge and pedagogical content knowledge: Preservice secondary teachers and the functions concept. Journal for Research in Mathematics Education, 24, 94-116.
Even, R., & Tirosh, D. (1995). Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject matter. Educational Studies in Mathematics, 29, 1-20.
Fernandez, M.L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26, 37-47.
Frykholm, J. A. (1996). Pre-Service teachers in mathematics: Struggling with the standards. Teaching and Teacher Education, 12(6), 665-681.
Frykholm, J. A. (1998). Beyond supervision: Learning to teach mathematics in community. Teaching and Teacher Education, 14(3), 305-322.
Guyton, E. & McIntyre, D.J. (1990). Student teaching and school experiences. In W.R. Houston (Ed.), Handbook of research on teacher education (pp. 514-534). New York: Macmillan.
Haciomeroglu, G. (2006). Prospective secondary teachers’ subject matter knowledge and pedagogical content knowledge of the concept of function (Unpublished doctoral dissertation). Florida State University, USA.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved April 5, 2005, from http://www.nctm.org/ standards/default.aspx?id=58
National Council of Teachers of Mathematics. (2007). Light in the Ocean. Retrieved October 19, 2007, from http://illuminations.nctm.org/LessonDetail.aspx?ID=L462
Sanchez, V., & Llinares, S. (2003). Four student teachers’ pedagogical reasoning on functions. Journal of Mathematics Teacher Education, 6, 5-25.
Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14.
Slick, S. K. (1997). Assessing versus assisting: The supervisor’s roles in the complex dynamics of the student teaching triad. Teaching and Teacher education, 13(7), 713-726.
Güney HACIÖMEROĞLU - C.U. Faculty of Education Journal, 41/1 (2012), 41-52
52
Wilson, M.R. (1992). A study of three preservice secondary mathematics teachers’ knowledge and beliefs about functions (Unpublished doctoral dissertation). University of Georgia, USA.
Wilson, M.R. (1994). One preservice secondary teacher’s understanding of function: the impact of a course integrating mathematical content and pedagogy. Journal for Research in Mathematics Education, 25, 346-270.
Wilson, S.M., Shulman, L.S., & Richert, A. E. (1987). ‘150 ways of knowing’: representations of knowledge in teaching. In J. Carlderhead (Eds.), Exploring Teachers’ Thinking (pp.104-124). London: Cassell Education.
Zahorik, J. A. (1988). The observing-conferencing role of university supervisors. Journal of Teacher Education, 39(2), 9-16.

Thank you for copying data from http://www.arastirmax.com