Investigating Secondary Mathematics Preservice Teachers' Instructional Vision
Learning to Teach Through Pedagogies of Practice
Bibliographic Data
| ID | 4308259 |
|---|---|
| Authors | Fran Arbaugh (0000-0002-7271-0015, The Pennsylvania State University, University Park, USA, corresponding author), Duane Graysay (0000-0001-6090-6371, Syracuse University, NY, USA), Ben Freeburn (Western Michigan University, Sacramento, CA, USA), Nursen Konuk (0000-0002-6815-9750, Metropolitan State University of Denver, CO, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 4 |
| Pages | 448-461 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120965938 |
| OpenAlex | W3093695489 |
| Language | EN |
| Citations received | 5 |
| References cited | 25 |
The purpose of this study was to investigate changes in a cohort of secondary preservice teachers' (PSTs) vision of the role of a teacher within the context of a mathematics methods course designed around pedagogies of practice. We analyzed data collected in the first and last 2 weeks of the course, consisting of recordings of small- and whole-group discussions, PSTs' written work, and individual interviews. We first coded using Munter's Role of Teacher rubric and identified significant differences between beginning-of-semester data and end-of-semester data. We then conducted three rounds of constant comparative analysis resulting in four themes that describe the changes in visions of role of teacher. Findings indicate that engaging in pedagogies of practice in preservice education has the potential to influence PSTs' visions of their role as mathematics teachers. This study extends both the literatures on pedagogies of practice and on teachers' instructional vision
Context (archaeology) · Mathematics education · Pedagogy · Rubric · Sociology · Teacher education · Teaching method · Vision · Educator Training and Historical Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Research on Preparing Pre-service Teachers for Leading Mathematical Discussions
Principals’ conceptions of mathematics instruction
Examining changes in pre-service teachers’ ability to notice pupils’ mathematical thinking
Prospective teachers’ instructional visions and engagement in an approximation of practice regarding role of teacher and classroom discourse
Editors' Learning
Teaching Practice
From Preparation to Practice
Redefining teaching, re‐imagining teacher education
Change Forces
If You Don't Know Where You Are Going, Any Path Will Do”
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Making Sense of Student Performance Data
Developing a Theory of Ambitious Early-Career Teacher Practice
Getting Inside Rehearsals
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |