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Full-Text Articles in Teacher Education and Professional Development
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
Theses and Dissertations
Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who …
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
The Emergence Of Teacher Self In The Elementary Classroom, Chelsea Cole
Theses and Dissertations
Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who …
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
A Validity Study Of The Cognitively Guided Instruction Teacher Knowledge Assessment, Debra Smith Fuentes
Theses and Dissertations
This study reports the development of an instrument intended to measure mathematics teachers' knowledge of Cognitively Guided Instruction (CGI). CGI is a mathematics professional development framework based on how students think about and solve problems and how that knowledge guides instruction for developing mathematical understanding. The purpose of this study was to (a) analyze and revise the original CGI Teacher Knowledge Assessment (CGI TKA), (b) administer the revised CGI TKA, and (c) analyze the results from the revised CGI TKA. As part of the revision of the original CGI TKA, distractor analysis identified distractors that could be improved. Experts in …
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
Faculty Publications
This paper describes a study of observed relationships between the design of a preservice mathematics methods course with accompanying field practicum and changes in the extent to which participating preservice teachers identified themselves with the mathematics reform movement after becoming inservice teachers. The curriculum of the course with its embedded field practicum experiences was designed to support preservice teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and public school structures were interwoven by conducting weekly mathematics methods course sessions held at a public school site followed immediately by related classroom practicum experiences. The interweaving of conceptualizations …
The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
Faculty Publications
The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.