한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제22권2호
  • /
  • Pages.135-152
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  • 2019
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Conceptualizing Teacher Candidates' Figured Worlds in Learning to Enact Core Practices

  • 투고 : 2019.06.05
  • 심사 : 2019.06.18
  • 발행 : 2019.06.30
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초록

This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

키워드

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Figure 1. Cycle for collectively learning to engage in an authentic and ambitious instructional activity (McDonald et al., 2013)

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Figure 2. Lamination structure of learning cycle framework

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Figure 3. Laminating teacher candidates’ experiences over the learning cycle framework

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Figure 4. Conceptualization of teacher candidates’ figured worlds as resources

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Figure 5. An illustrative example in relation to the conceptualization: Case of authors’ methods class focusing on eliciting and interpreting students’ thinking.

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Figure 6. An illustrative example in relation to multiple figured worlds

참고문헌

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