dc.contributor.advisor | Chval, Kathryn B. (Kathryn Bouchard) | eng |
dc.contributor.author | Taylor, Cynthia E. | eng |
dc.date.issued | 2011 | eng |
dc.date.submitted | 2011 Spring | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on October 22, 2012). | eng |
dc.description | The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. | eng |
dc.description | Dissertation advisor: Dr. Kathryn B. Chval | eng |
dc.description | Vita. | eng |
dc.description | Ph. D. University of Missouri--Columbia 2011. | eng |
dc.description | "May 2011" | eng |
dc.description.abstract | 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. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.format.extent | x, 224 pages | eng |
dc.identifier.oclc | 871345444 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/15819 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/15819 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.subject | pedagogical content knowledge | eng |
dc.subject | mathematics teacher educator | eng |
dc.subject | prospective teacher | eng |
dc.subject | teacher preparation programs | eng |
dc.title | Facilitating the development of elementary prospective teachers' pedagogical content knowledge : a case study of a mathematics teacher educator's actions and purposes | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Learning, teaching and curriculum (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ph. D. | eng |