A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics
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| Title: | A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics |
|---|---|
| Language: | English |
| Authors: | Lin, Pi-Jen (ORCID |
| 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 |
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