ERIC Number: EJ1303579
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Investigating Secondary Mathematics Preservice Teachers' Instructional Vision: Learning to Teach through Pedagogies of Practice
Arbaugh, Fran; Graysay, Duane; Freeburn, Ben; Konuk, Nursen
Journal of Teacher Education, v72 n4 p448-461 Sep-Oct 2021
The purpose of this study was to investigate changes in a cohort of secondary preservice teachers' (PSTs) vision of the role of a teacher within the context of a mathematics methods course designed around pedagogies of practice. We analyzed data collected in the first and last 2 weeks of the course, consisting of recordings of small- and whole-group discussions, PSTs' written work, and individual interviews. We first coded using Munter's Role of Teacher rubric and identified significant differences between beginning-of-semester data and end-of-semester data. We then conducted three rounds of constant comparative analysis resulting in four themes that describe the changes in visions of role of teacher. Findings indicate that engaging in pedagogies of practice in preservice education has the potential to influence PSTs' visions of their role as mathematics teachers. This study extends both the literatures on pedagogies of practice and on teachers' instructional vision.
Descriptors: Secondary Education, Mathematics Education, Preservice Teacher Education, Preservice Teachers, Undergraduate Students, Methods Courses, Teacher Role, Role Perception, Questioning Techniques, Instructional Development, Public Colleges
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A