Uncovering the Skills That Preservice Teachers Bring to Teacher Education

The Practice of Eliciting a Student’s Thinking

Dados Bibliográficos

ID7861883
AutoresMeghan Shaughnessy (0000-0001-8220-1516, University of Michigan, autor correspondente), Timothy A Boerst (University of Michigan)
Ano2018
Volume69
Fascículo1
Páginas40-55
Data de publicação2018-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0022487117702574
OpenAlexW2724863856
IdiomaEN
Citações recebidas27
Referências citadas21

Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills. The findings reveal details about preservice teachers’ skills and habits of practice at the point that they enter formal teacher preparation. Preservice teachers’ ways of carrying out this particular practice are categorized into three distinct categories: (a) skills that need to be learned, (b) skills that can be built on, and (c) approaches that need to be unlearned

Mathematics education · Pedagogy · Point (geometry) · Teacher education · Teacher Preparation · Teaching method · Educator Training and Historical Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies