Tasks promoting prospective mathematics teachers' reflective skills: Focus on individual differences

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Tasks promoting prospective mathematics teachers' reflective skills: Focus on individual differences

Popis výsledku v původním jazyce

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&apos;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.

Název v anglickém jazyce

Tasks promoting prospective mathematics teachers' reflective skills: Focus on individual differences

Popis výsledku anglicky

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&apos;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.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education

ISBN

978-90-04-41897-4

Počet stran výsledku

30

Strana od-do

55-84

Počet stran knihy

444

Název nakladatele

Brill/Sense

Místo vydání

Leiden

Kód UT WoS kapitoly

—