The design and evaluation of a vignette-based course for enhancing pre-service teachers’ noticing of students’ geometrical thinking

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43905155" target="_blank" >RIV/60076658:12410/22:43905155 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.researchgate.net/publication/362097654_THE_DESIGN_AND_EVALUATION_OF_A_VIGNETTE-BASED_COURSE_FOR_ENHANCING_PRE-SERVICE_TEACHERS%27_NOTICING_OF_STUDENTS%27_GEOMETRICAL_THINKING" target="_blank" >https://www.researchgate.net/publication/362097654_THE_DESIGN_AND_EVALUATION_OF_A_VIGNETTE-BASED_COURSE_FOR_ENHANCING_PRE-SERVICE_TEACHERS%27_NOTICING_OF_STUDENTS%27_GEOMETRICAL_THINKING</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2022.2361" target="_blank" >10.21125/edulearn.2022.2361</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The design and evaluation of a vignette-based course for enhancing pre-service teachers’ noticing of students’ geometrical thinking

Popis výsledku v původním jazyce

One of the objectives of the Erasmus+ coReflect@maths project is the design and evaluation of vignette-based courses for pre-service teachers. A vignette is understood as a representation of a classroom situation, for example, a transcription of students’ answers to a problem or an interaction between a teacher and different students solving a problem and they can be presented in different formats such as text, cartoon or video. Vignettes provide pre-service teachers with real-life contexts to reflect on and analyse different aspects of the teaching and learning of mathematics. In other words, these representations of classroom situations provide opportunities to link the theoretical ideas with their practice as teachers. With the focus on developing pre-service primary school teachers’ noticing of geometrical teaching situations, a vignette-based course has been designed, implemented and evaluated. The course involved five vignettes (four cartoon vignettes and a text written vignette focused on a textbook page) and had a duration of five sessions (with two hours each). Pre-service teachers had to analyse the vignettes, collaboratively in small groups, answering some guiding questions that helped them focus their attention on interpreting students’ geometrical thinking, analysing activities from textbooks, anticipating students’ answers or analysing student-teacher interactions solving an activity. Pre-service teachers had to use a theoretical document with features of student’s geometrical thinking development. The vignette-based course was implemented with a group of pre-service primary school teachers at the University of Alicante. To evaluate the designed vignette-based course, we used a questionnaire where 94 pre-service teachers had to select to what extent they agree with statements presented in 20 items. The items evaluate how they perceived the relevance, authenticity, immersion, motivation and experience with the vignettes. In this paper, we present the design of one of these vignettes and the results obtained from the questionnaire to evaluate the vignette-based course.

Název v anglickém jazyce

The design and evaluation of a vignette-based course for enhancing pre-service teachers’ noticing of students’ geometrical thinking

Popis výsledku anglicky

One of the objectives of the Erasmus+ coReflect@maths project is the design and evaluation of vignette-based courses for pre-service teachers. A vignette is understood as a representation of a classroom situation, for example, a transcription of students’ answers to a problem or an interaction between a teacher and different students solving a problem and they can be presented in different formats such as text, cartoon or video. Vignettes provide pre-service teachers with real-life contexts to reflect on and analyse different aspects of the teaching and learning of mathematics. In other words, these representations of classroom situations provide opportunities to link the theoretical ideas with their practice as teachers. With the focus on developing pre-service primary school teachers’ noticing of geometrical teaching situations, a vignette-based course has been designed, implemented and evaluated. The course involved five vignettes (four cartoon vignettes and a text written vignette focused on a textbook page) and had a duration of five sessions (with two hours each). Pre-service teachers had to analyse the vignettes, collaboratively in small groups, answering some guiding questions that helped them focus their attention on interpreting students’ geometrical thinking, analysing activities from textbooks, anticipating students’ answers or analysing student-teacher interactions solving an activity. Pre-service teachers had to use a theoretical document with features of student’s geometrical thinking development. The vignette-based course was implemented with a group of pre-service primary school teachers at the University of Alicante. To evaluate the designed vignette-based course, we used a questionnaire where 94 pre-service teachers had to select to what extent they agree with statements presented in 20 items. The items evaluate how they perceived the relevance, authenticity, immersion, motivation and experience with the vignettes. In this paper, we present the design of one of these vignettes and the results obtained from the questionnaire to evaluate the vignette-based course.

Druh

D - Stať ve sborníku

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

2022

Kód důvěrnosti údajů

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

Název statě ve sborníku

EDULEARN22 Proceedings

ISBN

978-84-09-42484-9

ISSN

—

e-ISSN

—

Počet stran výsledku

7

Strana od-do

9796-9802

Název nakladatele

IATED Academy

Místo vydání

Valencia

Místo konání akce

Palma, Mallorca

Datum konání akce

4. 7. 2022

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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