Browse > Article
http://dx.doi.org/10.7858/eamj.2018.031

Designing Rehearsals for Secondary Preservice Teachers in Mathematics Methods Course  

Kim, Yeon
Publication Information
East Asian mathematical journal / v.34, no.4, 2018 , pp. 463-486 More about this Journal
Abstract
This study identifies elements involved in designing rehearsals for improving preservice teachers' capacity to teach mathematics. Observation of a secondary mathematics methods course and regular interviews with the teacher educator following each class were used in this research. After characterizing what is considered and enacted in rehearsals as a way to help preservice teachers practice the work of teaching mathematics, I illustrate them with examples from the observations and interviews. I then discuss the challenge of dual contexts-the teacher education classroom and the secondary mathematics classroom-and dual perspectives-the mathematical and pedagogical-in designing and enacting rehearsals. I conclude with implications for mathematics teacher education.
Keywords
mathematics teacher education; secondary preservice teachers; approximation of practice; rehearsals; pedagogies of practice;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Kersting, N. (2008). Using video clips of mathematics classroom instruction as item prompts to measure teachers' knowledge of teaching mathematics. Educational and Psychological Measurement, 68(5), 845-861.   DOI
2 Lai, Y., Jacobson, E., & Thames, M. H. (2013, April). The role of pedagogical context in measures of specialized and pedagogical content knowledge. Paper presented at the the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.
3 Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1-2), 21-34.   DOI
4 Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., . . . Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.   DOI
5 Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning. The Elementary School Journal, 109(5), 491-509.   DOI
6 Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook on research on teaching (4 ed., pp. 333-357). Washington, DC: American Educational Research Association.
7 Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: a methods sourcebook. Thousand Oaks, CA: SAGE.
8 National Council of Teachers of Mathematics, & Council for the Accreditation of Educator Preparation. (2012). NCTM CAEP Standards - Secondary (initial preparation). Rrtrieved from http://www.nctm.org/uploadedFiles/NCTM%20CAEP%20Standards%202012%20-%20Secondary.pdf.
9 Saldana, J. (2013). The coding manual for qualitative researchers (2 ed.). Los Angeles: SAGE
10 Sleep, L. (2012). The work of steering instruction toward the mathematical point: A decomposition of teaching practice. American Educational Research Journal, 49(5), 935-970.   DOI
11 Ball, D. L., & Cohen, D. K.(1999).Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond(Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
12 Ball, D. L., & Forzani, F. (2007). What makes education research "educational"? Educational Research, 36(9), 529-540.   DOI
13 Darling-Hammond, L. (2006a). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.   DOI
14 Bellman, A. E., Bragg, S. C., Charles, R. I., Hall, B., Handlin, W. G., & Kennedy, D. (2009). Prentice hall mathematics algebra I. Upper Saddle River, NJ: Pearson Education, Inc.
15 Boerst, T., Sleep, L., Ball, D. L., & Bass, H. (2011). Preparing teachers to lead mathematics discussions. Teachers College Record, 113(12), 2844-2877.
16 Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America.
17 Darling-Hammond, L. (2006b). Powerful teacher education: Lesson from exemplary programs. San Francisco, CA: Jossey-Bass.
18 Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364-379.   DOI
19 Ericsson, K. A. (2002). Attaining excellence through deliberate practice: Insights form the study of expert performance. In M. Ferrari (Ed.), The pursuit of excellence in education (pp. 21-55). Hillsdale, NJ: Erlbaum.
20 Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher educator's handbook : building a knowledge base for the preparation of teachers (pp. 63-91). San Francisco: Jossey-Bass.
21 Ghousseini, H. (2009). Designing opportunities to learn to lead classroom mathematics discussions in pre-service teacher education: Focusing on enactment. In D. Mewborn & H. Lee (Eds.), Scholarly practices and inquiry in the preparation of mathematics teachers (pp. 147-158). San Diego, CA: Association of Mathematics Teacher Educators.
22 Guest, G., MacQueen, K., & Namey, E. (2012). Applied thematic analysis. Thousand Oaks, CA: Sage.
23 Grossman, P. L. (2006). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K. M. Zeichener (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 425-476). Mahwah, NJ: Lawrence Erlbaum Associates.
24 Grossman, P. L., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: a cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
25 Grossman, P. L., Hammerness, K., & McDonald, M. (2009). Redefining teacher, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-290.   DOI
26 Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning : A project of the National Council of Teachers of Mathematics. Charlotte, NC: Information Age Publishing.
27 Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.   DOI
28 Jordan, B., & Putz, P. (2004). Assessment as practice: Notes on measures, tests, and targets. Human Organization, 63(3), 346-358.   DOI
29 Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers' ability to enact ambitious teaching. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides, Proceedings of the 32nd Annual Conference of The Mathematics Education Research Group of Australasia (Vol. 1, pp. 11-29). Palmerston North, New Zealand: Mathematics Education Research Group of Australasia.