Pre-Service Mathematics Teachers' Lesson Plans as a Source of Information About Their Readiness to Teach Online
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10450399" target="_blank" >RIV/00216208:11410/22:10450399 - isvavai.cz</a>
Result on the web
<a href="https://papers.academic-conferences.org/index.php/ecel/article/view/764/808" target="_blank" >https://papers.academic-conferences.org/index.php/ecel/article/view/764/808</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Pre-Service Mathematics Teachers' Lesson Plans as a Source of Information About Their Readiness to Teach Online
Original language description
This paper presents a study of lesson plans created by pre-service mathematics teachers (PMTs) from two universities (Faculty of Education, Charles University in Prague, and Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava) in the course Didactics of Mathematics. The collaboration of the two research teams brought new perspectives on several questions that were come across in one or the other group of PMTs. The focus of the study was on lesson plans since the lesson plan is one of the significant parts of mathematics teacher education. The studied issues were the PMTs' willingness to implement digital technologies (DT) in their lesson plans and the changes in their lesson plans that could be linked to the COVID-19 pandemic. For data processing, a mixed research design was used. In the qualitative part of the research, the thematic analysis resulted in identification of several codes related to the hybrid mode of teaching. In the quantitative part, Statistical Implicative Analysis (C.H.I.C) was applied. Relations inside the groups of PMTs and among them are presented and discussed in the paper by interpreting the results from the implicative trees and graphs. We concluded that (i) PMTs from our sample are, to a limited extent, prepared for using DT in their teaching, (ii) PMTs used DT in their teaching mainly for testing and feedback collection, (iii) PMTs in our sample focused on the content and the choice of software (or application, applet, etc.) when preparing a lesson plan. Besides that, we found (by using C.H.I.C.) that not all codes identified in thematic analysis were connected to the others. The findings are of interest to teacher educators in general, researchers interested in teachers' lesson planning, and in-service teachers in general. In this paper we focus on PMTs' lesson plans. We plan to do a similar analysis of in-service teachers' lesson plans in order to gain a deeper insight into the role of experience in the studied domain.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
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
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Proceedings of the 21st European Conference on e-Learning - ECEL 2022
ISBN
978-1-914587-56-6
ISSN
2048-8637
e-ISSN
2048-8645
Number of pages
6
Pages from-to
382-389
Publisher name
University of Brighton
Place of publication
Reading
Event location
Brighton
Event date
Oct 27, 2022
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000964203500047