View in EDS

A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics

Saved in:
Bibliographic Details
Title: A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics
Language: English
Authors: Lin, Pi-Jen (ORCID 0000-0003-0560-4842), Acosta-Tello, Enid
Source: ZDM: The International Journal on Mathematics Education. May 2017 49(2):223-236.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Mentors, Preservice Teachers, Elementary School Mathematics, Mathematics Teachers, Teacher Education Programs, Mathematics Instruction, Pretests Posttests, Models
DOI: 10.1007/s11858-016-0829-1
ISSN: 1863-9690
Abstract: The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one mentor, an expert in teaching mathematics, while they also leaned to teach Chinese from the other mentor, an expert in teaching Chinese. Ten prospective teachers enrolled in a mathematics mastery mentoring program were the target population. Data sources included the following: surveys, pre- and post-tests, self-evaluations, teaching demonstrations and portfolios. Results indicate that the mentoring model created more and better opportunities for prospective teachers to enhance their expertise in teaching mathematics. Contributing factors appeared to be: (1) a well-structured practicum with clear goals; (2) the emotional and professional support from mentors for their prospective teachers; (3) meeting the needs and concerns of prospective teachers; (4) the mentors' level of expertise in teaching and mentoring; and (5) creating a close partnership between the university and the school, leading to the close mentorship between the mentors and prospective teachers, providing guidance for mentors from professors. The implications for teacher education programs are addressed.
Abstractor: As Provided
Number of References: 28
Entry Date: 2017
Accession Number: EJ1138354
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1138354
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lin%2C+Pi-Jen%22">Lin, Pi-Jen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0560-4842">0000-0003-0560-4842</externalLink>)<br /><searchLink fieldCode="AR" term="%22Acosta-Tello%2C+Enid%22">Acosta-Tello, Enid</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ZDM%3A+The+International+Journal+on+Mathematics+Education%22"><i>ZDM: The International Journal on Mathematics Education</i></searchLink>. May 2017 49(2):223-236.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11858-016-0829-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1863-9690
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one mentor, an expert in teaching mathematics, while they also leaned to teach Chinese from the other mentor, an expert in teaching Chinese. Ten prospective teachers enrolled in a mathematics mastery mentoring program were the target population. Data sources included the following: surveys, pre- and post-tests, self-evaluations, teaching demonstrations and portfolios. Results indicate that the mentoring model created more and better opportunities for prospective teachers to enhance their expertise in teaching mathematics. Contributing factors appeared to be: (1) a well-structured practicum with clear goals; (2) the emotional and professional support from mentors for their prospective teachers; (3) meeting the needs and concerns of prospective teachers; (4) the mentors' level of expertise in teaching and mentoring; and (5) creating a close partnership between the university and the school, leading to the close mentorship between the mentors and prospective teachers, providing guidance for mentors from professors. The implications for teacher education programs are addressed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 28
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1138354
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1138354
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11858-016-0829-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 223
    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Models
        Type: general
    Titles:
      – TitleFull: A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lin, Pi-Jen
      – PersonEntity:
          Name:
            NameFull: Acosta-Tello, Enid
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 1863-9690
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: ZDM: The International Journal on Mathematics Education
              Type: main
ResultId 1