Improving the Quality of Elementary Mathematics Student Teaching: Using Field Support Materials to Develop Reflective Practice in Student TeachersReport as inadecuate




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Teacher Education Quarterly, v38 n3 p89-111 Sum 2011

This article presents an evidence-based program improvement effort that sought to strengthen student teachers' implementation of subject-specific pedagogy for teaching mathematics in a K-8 multiple subject teacher education program. The authors report the process of how they used a research-based approach to gather evidence about status quo of the mathematics student teaching component that prepared elementary level teachers, changes that were made in the program to better prepare pre-service teachers to be reflective mathematics teachers who plan and implement effective subject-specific pedagogy, and how they measured levels of effectiveness. Specifically, they investigated whether mentoring strategies and materials designed to engage student teachers in applying aspects of mathematical knowledge for teaching (MKT) during the lesson planning/teaching/feedback cycle of student teaching would impact pre-service teacher reflective practice and teaching performance. In addition, they studied how they should change the supervision process used to develop the reflective thinking of student teachers as they engaged in teaching mathematics. (Contains 6 tables.)

Descriptors: Evidence, Feedback (Response), Student Teaching, Student Teachers, Mathematics Education, Teacher Education Programs, Program Improvement, Supervision, Program Effectiveness, Mathematics Teachers, Elementary Secondary Education

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Author: Hertzog, Hillary S.; O-Rode, Nancy

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4160&id=EJ940636



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