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Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Teaching and Teacher Education ( IF 4.0 ) Pub Date : 2021-03-26 , DOI: 10.1016/j.tate.2021.103335
John Bosica , Jamie S. Pyper , Stephen MacGregor

Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.



中文翻译:

将基于问题的学习纳入中学数学职前教师教育课程

职前中学数学教师教育必须在有限的时间内结合大量课程,数学课程,最佳教学实践,专业学习策略等内容。研究了使用混合教学课程的数学教育教学人员,该课程结合了传播和交易教学实践的初始阶段,然后是基于问题的学习教学阶段,以此作为职前教师的专业学习模型。这是一个连续的四阶段混合方法研究。在这些阶段中,通过对47名中学数学职前教师进行问卷调查收集了数据。观察到职前教师的信念和方向发生了重要而重要的变化。

更新日期:2021-03-27
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