How Preservice Teachers Learn through a Pedagogy of Enactment in a Middle School Mathematics Methods Course

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2022-10-14 DOI:10.1080/07370008.2022.2129636

Mary A. Ochieng, Laura R. Van Zoest

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引用次数: 0

Abstract

Abstract Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that enactment. However, little is known about how preservice teachers learn from pedagogies of enactment. This study examines how preservice teachers learn through the implementation of a pedagogy of enactment, the Bellringer Sequence, in the context of a middle school mathematics methods course. The results of the study show that preservice teacher learning takes place through rich generative conversation centered on preservice teachers’ contributions and collaboratively negotiated interactions with those contributions. The study identified communication that prompted learning (learning prompts), 16 speech events that characterized conversation in the learning prompts, and three stages of learning in the learning prompts—Initiation, Precisification, and Equilibration. The study provides insight into how preservice teacher learning can be supported through intentional use of pedagogies of enactment.

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中学数学方法课教学法实施中保护教师的学习

摘要对教师准备计划与学校课堂之间脱节的担忧导致人们更加重视职前教师在教师教育计划中参与教学实践的机会。颁布教育法已被证明为职前教师提供了制定教学实践并从中学习的机会。然而，对于职前教师如何从制定的教学法中学习却知之甚少。本研究考察了职前教师如何在中学数学方法课程中通过实施颁布教育法Bellringer序列进行学习。研究结果表明，职前教师的学习是通过以职前教师贡献为中心的丰富的生成性对话以及与这些贡献的合作协商互动来进行的。该研究确定了促进学习的交流（学习提示）、16个表征学习提示中对话的言语事件，以及学习提示中的三个学习阶段——启动、精确和平衡。该研究深入了解了如何通过有意使用制定的教学法来支持职前教师的学习。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.