Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens
Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens
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通过知识基金检验职前小学数学教师对家长参与度的看法
DOI：
10.1016/j.tate.2020.103057
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Traci L. Kelley
中科院分区：
文献类型：
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作者：
Traci L. Kelley
摘要针对小学数学教师培养的文化反应性研究，缺乏对职前教师家长参与概念的明确解释。几位作者证明了教师准备计划的重要性，促进改变对家庭和社区的先入为主的观念，以建立积极的关系。本研究使用概念图来衡量，如果一个学期的课程，通过知识的角度来看，将帮助职前教师转变家长参与的概念，以反映更多的资产为基础的取向对家庭。知识基金是作为一个理论和方法的透镜，这项研究。
Missing from the research focusing on preparation of culturally responsive elementary mathematics teachers is an explicit explanation of pre-service teachers’ (PSTs) conceptions of parent engagement. Several authors attest to the importance of teacher preparation programs facilitating change in preconceptions about families and communities in order to build positive relationships. This study uses concept mapping to measure if a one-semester course taught through a funds of knowledge perspective will help pre-service teachers to shift conceptions of parent engagement to reflect a more asset-based orientation towards families. Funds of knowledge is used as both a theoretical and methodological lens for this study.