Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education
Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education
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早期职业教师对数学教学的教学愿景：基础教师教育的影响
DOI：
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发表时间：
2018
影响因子：
2.1
通讯作者：
Emily K. Miller
中科院分区：
文献类型：
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作者：
Amanda Jansen;Heather R. Gallivan;Emily K. Miller
本研究的目的是通过考察毕业后2年或3年的教师教育专业毕业生的教学愿景，来调查教师教育的影响。教学愿景是教师对教学实践的理想化形象，包括对课堂上可能发生的事情的渴望和希望。我们对受试者的自我报告进行了归纳分析：(1)他们对小学数学教学的教学愿景，(2)他们的愿景是否随着时间的推移而改变，(3)教师教育是否影响了他们的愿景的变化，以及(4)他们的教师教育计划促进了什么是理想的教学愿景。我们对来自同一教师教育项目两个队列的81名毕业生进行了开放式问卷调查。利用潜在类分析，我们确定了三个图谱。两份资料(89%的参与者)似乎与教师教育相一致，这表明教师教育的影响不止一种表现形式。我们的结果表明，在教授数学概念理解和让学生参与生产斗争方面，教学愿景和教师教育经验之间是一致的。这项研究的一个贡献是意识到教师教育项目可能会以多种方式影响他们毕业生的教学愿景，不同的预期愿景子集仍然是残留物。我们推测，作为学习者，在教师教育期间经历与这些教学愿景相一致的指导影响了这些毕业生的愿景的发展。
The purpose of this study is to investigate the impact of teacher education by examining instructional visions of graduates from a teacher education program, 2 or 3 years post-graduation. An instructional vision is a teacher’s idealized image of teaching practice, encompassing aspirations and hopes of what could occur in her classroom. We conducted an inductive analysis of participants’ self-reports of: (1) their instructional visions for teaching elementary mathematics, (2) whether their visions changed over time, (3) whether teacher education influenced changes in their visions, and (4) what their teacher education program promoted as an ideal instructional vision. We administered an open-ended questionnaire to 81 graduates from two cohorts of the same teacher education program. Using latent class analysis, we identified three profiles. Two profiles (89% of the participants) appeared to align with teacher education, suggesting more than one manifestation of the impact of teacher education. Our results indicated alignment between instructional visions and teacher education experiences with respect to teaching mathematics for conceptual understanding and engaging students in productive struggle. A contribution of this study is an awareness that teacher education programs could impact the instructional visions of their graduates in more than one way, with different subsets of intended visions remaining as residue. We conjectured that experiencing instruction that aligned with these instructional visions as learners while in teacher education influenced the development of these graduates’ visions.