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Supporting higher levels of reflection among teacher candidates: a pedagogical framework 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; [Abingdon, Oxfordshire] : Carfax International Publishers Abingdon : Taylor & Francis, 38139 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Deborah Thurlow Long; Carolyn Stuart 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Teaching mathematics -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Teachers and Teaching : theory and practice. 10 (3) : 2004. pp. 275-290 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LB 2840 T448x (Browse shelf)	Available		PER 895 S

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Previous	LB 2840 T448x Constructing constructivism: how student‐teachers construct ideas of development, knowledge, learning, and teaching	LB 2840 T448x Case‐writing as border‐crossing: describing, explaining and promoting teacher change	LB 2840 T448x Teacher beliefs and practices formed during an innovation with computer‐based exploratory mathematics in the classroom	LB 2840 T448x Supporting higher levels of reflection among teacher candidates: a pedagogical framework	LB 2840 T448x Accomplished story telling: English teachers write about their professional lives (the standards for teachers of English language and literacy in Australia project)	LB 2840 T448x Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development	LB 2840 T448x Retrieving possibilities: confronting a forgetfulness and deformation of teaching/learning methodology	Next

ABSTRACT : An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the impact of those decisions on their effectiveness as teachers. Three teacher candidates who exhibited high levels of reflection and who made significant changes in the ways that they thought about mathematics and the teaching/learning process were chosen for study. Two themes related to this cognitive change emerged: a more complex, sophisticated understanding of the nature of mathematics; and an increased focus on children's thinking to guide instruction. Three program components having a major impact on these students' reconceptualization were reflection on past experiences, engagement in mathematical problem‐solving and opportunities to act on new beliefs. 56

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