Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction
Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction
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发展教师教育教学法，支持新教师进行雄心勃勃的教学的能力
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
M. Lampert
中科院分区：
文献类型：
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作者：
E. Kazemi;M. Franke;M. Lampert
如何支持新手教师发展制定雄心勃勃的数学教学的承诺和能力？在本文中，我们描述了我们在教师教育中的实验，以发展新手教师在引发，回应和促进学生的数学思维能力。我们的努力集中在使用教学活动作为一种工具，在支持学习和做的雄心勃勃的教学功能。我们解释了我们使用的指导公开排练作为教学实践，帮助新手实践的互动的偶然性课堂教学的方式，支持他们与儿童的直接互动。本文介绍了合作努力的目的1，以支持新手2教数学。我们将讨论我们的努力，重新想象和发展我们的实践支持数学教学。为了实现这一目标，我们将描述我们的意思是准备新手教师雄心勃勃的做法，解释为什么我们选择使用教学活动作为实践单位，从事新手教师，并描述我们使用的公共指导排练教师教育课程。最后，我们以迄今为止在发展我们的体系结构方面所面临的挑战来结束本文。我们的合作始于对我们如何培养教师雄心勃勃地教学的不满。雄心勃勃的教学要求教师根据学生在解决问题时的表现进行教学，同时让学生对学习目标负责，包括程序流畅性，战略能力，适应性推理和生产性倾向（Kilpatrick et al.，2001; Lampert，2001;纽曼& Associates，1996）。我们不满的核心是我们观察到，虽然我们在培养教师分析实践经验的能力方面取得了很大的成功，但在提高教师在与学生直接互动中明智地使用这些知识的能力方面，我们还有很长的路要走。
What might it take to support novice teachers to develop the commitment and the capacity to enact ambitious mathematics instruction? In this paper, we describe our experimentation with pedagogies in teacher education to develop novice teachers’ competence in eliciting, responding to, and advancing students’ mathematical thinking. Our efforts centre on the use instructional activities as a tool in supporting the learning and doing of features of ambitious instruction. We explain our use of guided public rehearsal as a pedagogical practice for helping novices practice the interactive contingent nature of classroom teaching in a way that supports their direct interaction with children. This paper describes the aims of a collaborative effort 1 to support novices 2 to teach mathematics. We will discuss our efforts to re-imagine and develop our practice for supporting mathematics instruction. To accomplish this, we will describe what we mean by preparing novice teachers for ambitious practice, explain why we have chosen to use instructional activities as the unit of practice to engage novice teachers, and describe our use of public guided rehearsals in teacher education courses. We end this paper with challenges we have faced thus far in developing our pedagogies. Our collaboration began because of a nagging dissatisfaction with how we prepare teachers to teach ambitiously. Ambitious teaching requires that teachers teach in response to what students do as they engage in problem solving performances, all while holding students accountable to learning goals that include procedural fluency, strategic competence, adaptive reasoning, and productive dispositions (Kilpatrick et al., 2001; Lampert, 2001; Newman & Associates, 1996). At the heart of our dissatisfaction was our observation that while we had experienced much success in developing teachers’ ability to analyze depictions of practice, we had a long way to go in improving teachers’ ability to use such knowledge judiciously in their direct interaction with students.