Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-8298-5.ch011

Neusa Branco, Susana Colaço, Bento Cavadas

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Abstract

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

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中学理科和数学职前教师在线教学实践

本章介绍了一项定性研究，描述并讨论了四名职前教师(pst)在与COVID-19大流行相关的远程学习背景下，在六年级数学和科学实习期间的教学实践。收集到的数据包括PSTs的文件，如课程计划、对实际工作的描述和反思、学生的产出和访谈。实习过程的在线组织和动态描述了PSTs、在职教师和教师教育者的实践，为PSTs在线实践的发展提供了实践背景。此外，结果显示了pst使用的数字教育资源，主要用于查询，交流，构建和解决问题的目的。PSTs指出了在线实习经历带来的好处。它使他们更好地准备使用和创建数字资源，提高对合作重要性和形成性评估作用的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era

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