Facilitating the development of elementary prospective teachers' pedagogical content knowledge: a case study of a mathematics teacher educator's actions and purposes
Metadata[+] Show full item record
Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, mathematics teacher educators (MTEs) need to help PTs develop PCK (Marks, 1990; Mason, 2008). Yet, we know very little about the practices of MTEs, especially in relation to developing PCK as these practices are not widely researched or disseminated (e.g., Floden & Philipp, 2003). In this study, I investigated the actions and purposes that a reflective MTE used to develop PTs' PCK in an elementary mathematics content/methods course. I present a classification of descriptive categories of the 34 identified actions and 10 core purposes based on the four components of PCK (i.e., knowledge of instructional strategies, knowledge of curriculum, knowledge of student understanding, knowledge of assessment) conceptualized by Magnusson, Krajcik, and Borko (1999). Findings from this study contribute to the literature on practices of teacher educators and will ultimately inform the design and implementation of teacher preparation programs.
Showing items related by title, author, creator and subject.
Teacher preparation programs and district/school supports for deaf education teachers: a survey of beginning teachers Peneston, Dee Anne (University of Missouri--Columbia, 2012)The purpose of this study is to examine deaf education teachers' perceptions on whether colleges/universities adequately prepared them, as well as, how well districts/schools support them for their beginning years of ...
Analysis of content and pedagogical content knowledge in secondary mathematics teachers� preparation programs : perceptions of novice teachers, cooperating teachers, and university professors Dorsey, Angela (University of Missouri--Columbia, 2018)Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball & Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best ...
The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs Ross, Amanda L. (University of Missouri--Columbia, 2006)Most agriculture teachers do not feel competent when working with students with special needs (Elbert & Baggett, 2003). The purpose of this study was to examine and explain the variance in the self-perceived success of ...