University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills
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| Title: | University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills |
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| Language: | English |
| Authors: | Kilic, Hulya, Tunc Pekkan, Zelha |
| Source: | International Journal of Research in Education and Science. Sum 2017 3(2):383-394. |
| Availability: | International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Grade 6 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | College School Cooperation, Preservice Teacher Education, Preservice Teachers, Mathematics Skills, Knowledge Base for Teaching, Teacher Educators, Observational Learning, Reflection, Interviews, Transcripts (Written Records), Protocol Analysis, Protocol Materials, Modeling (Psychology), Grade 6, Training Methods, Participant Satisfaction, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2148-9955 |
| Abstract: | In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students' mathematical thinking and critically analyzing their own practices. |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2017 |
| Accession Number: | EJ1148469 |
| Database: | ERIC |
| Abstract: | In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three pre-service teachers out of nine volunteers attended all modelling and practice sessions for 20 weeks. The data collected through interviews, field notes, videos of both class activities and group reflections and written reflections. All nine pre-service teachers appreciated the value of working closely with students in a school setting rather than just observing the teachers. Furthermore, they gained experience about noticing students' mathematical thinking and critically analyzing their own practices. |
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| ISSN: | 2148-9955 |
