PRIMARY TEACHER TRAINEES’ MATHEMATICS SUBJECT KNOWLEDGE AND CLASSROOM PERFORMANCE
PRIMARY TEACHER TRAINEES’ MATHEMATICS SUBJECT KNOWLEDGE AND CLASSROOM PERFORMANCE
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小学教师实习生的数学学科知识和课堂表现
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
Caroline Heal
中科院分区：
文献类型：
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作者：
T. Rowland;S. Martyn;Patti Barber;Caroline Heal
英国政府机构最近制定了培训要求，以“打击”自己的数学知识薄弱的小学教师培训生。目前，培训机构（主要是大学教育学院）有责任确定和支持这些机构（或使其失败）。我们描述了这个过程中的一种方法，提出了一些调查结果，学员发现困难，他们的知识是如何与他们的教学能力。我们用一个案例研究来充实这些发现，这个案例是关于一个学习能力很强的实习生，他的资格之路并不顺利。
UK government agencies have recently set in train requirements to ‘crack down’ on primary [elementary] school teacher trainees whose own knowledge of mathematics is weak. The responsibility to identify and support (or fail) them currently rests with training providers (mainly university schools of education). We describe one approach to this process, presenting some findings concerning what trainees find difficult and how their knowledge is related to their teaching competence. We flesh out these findings with a case study of a mathematically-strong trainee whose path to qualification was less than smooth.