Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency
Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency
复制标题
未来的初等数学专家发展教学实践：真实实习期间的支持和指导
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Marvin E. Smith
中科院分区：
文献类型：
--
作者：
Kayla D. Myers;S. S. Auslander;Stephanie Z. Smith;Marvin E. Smith
本案例研究探讨了准小学数学专家（PEMSs）在K-5数学认可（K-5 ME）计划的教学实践，特别是专注于真实的居住与导师会议。参与者包括九个PEMS，通过个人访谈，专业投资组合和课堂实践的观察收集的定性和定量数据。在完成K-5 ME计划后，所有参与者都以实质性的方式实施了该计划中学到的教学实践。参与者正在磨练他们编排有效话语的技能，当他们看到这些技能对学生学习的影响时，这些技能的应用变得更加有意义。这一实施和文件程序的课程是严格的PEMSs努力发展自己作为数学教师和教师领导者。在真实的居住和导师会议的合作支持似乎已经显着的PEMSs在支持新学到的教学实践的实施。最终，PEMS完成了程序感觉更准备作为小学数学教师和教师领导。
This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews, professional portfolios, and observations of classroom practices. Upon completion of the K-5 ME program, all participants were implementing instructional practices learned about in the program in substantial ways. Participants were honing their skills for orchestrating effective discourse, and the application of those skills became more meaningful as they saw the impact it was having on student learning. This implementation and documentation program coursework was rigorous as PEMSs worked to develop themselves as mathematics teachers and teacher leaders. The collaborative support during the authentic residency and mentor sessions seem to have been significant for PEMSs in supporting implementation of newly learned instructional practices. Ultimately, PEMSs completed the program feeling more prepared as elementary mathematics teachers and teacher leaders.