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http://dx.doi.org/10.7468/jksmee.2020.34.2.41

An Analysis of Pre-Service Teachers' Cognition in Curriculum for Developing their Discursive Competency  

Kim, Dong-Joong (Department of Mathematics Education, Korea University)
Choi, Sang-Ho (Department of Mathematics Education, Korea University)
Lee, Ju-Hui (Department of Curriculum and Instruction, Korea University Graduate School)
Publication Information
Communications of Mathematical Education / v.34, no.2, 2020 , pp. 41-68 More about this Journal
Abstract
The purpose of this study is to analyze the cognition of per-service teachers, who experienced a teacher education process for developing their discursive competency, about relations between class plan and class practice as well as discursive competency required in class process. For this purpose, 15 pre-service teachers participated in the course of mathematics teaching theory for developing discursive competency and their final projects including the process of analysing their own teaching discourse after actually teaching middle or high school students were collected as data and analyzed. Results show that they realized that there were differences between class plan and class practice after having experienced unexpected teaching and learning situations, recognized the importance of discursive competency learned from the course, and reflected on their discursive competency in conjunction with their classes. These results imply that the course contributed to pre-service teachers' cognitions of the existential possibility of discursive competency. which helps to develop a teaching method combining teachers' knowledge and practice, the importance of discursive competency, and the need for developing it. The course also provided practical ideas about a teacher education program to develop prospective teachers' discursive competency
Keywords
teacher education; class plan; class practice; PCK; discursive competency;
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Times Cited By KSCI : 2  (Citation Analysis)
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