Tasks promoting prospective mathematics teachers' reflective skills: Focus on individual differences
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10401307" target="_blank" >RIV/00216208:11410/19:10401307 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1163/9789004418967_003" target="_blank" >http://dx.doi.org/10.1163/9789004418967_003</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1163/9789004418967_003" target="_blank" >10.1163/9789004418967_003</a>
Alternative languages
Result language
angličtina
Original language name
Tasks promoting prospective mathematics teachers' reflective skills: Focus on individual differences
Original language description
The chapter aims to show how specific tasks developed reflective thinking in future mathematics teachers and to point out individual differences in this development. The theoretical framework consists of reflection, practice-based tasks in teacher education, writing narratives, using videos in teacher education. The tasks were assigned both in mathematics education courses and in the accompanying teaching practice. They included writing teaching plans and hypothetical teaching plans, reporting on the teaching of others and critical incidents observed in mathematics lessons and tasks based on the analysis of the video of mathematics lessons. Two case studies of future mathematics teachers illustrate how future teachers learn from the tasks assigned during the two--year master's study and in what way (and why) their learning from the tasks differed. One implication of the chapter is that we should be cautious about making inferences about individuals based on one or two tasks.
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education
ISBN
978-90-04-41897-4
Number of pages of the result
30
Pages from-to
55-84
Number of pages of the book
444
Publisher name
Brill/Sense
Place of publication
Leiden
UT code for WoS chapter
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