Noticing the relevance of subject matter in typical teacher tasks – a situated learning intervention for preservice teachers
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10 juillet 2023
- handle: 10670/1.89xkd0
- isbn: 978-963-7031-04-5
- hal: hal-04421645
info:eu-repo/semantics/OpenAccess
Mots-clés
Preservice teacher education situated learning knowledge base for teaching noticing beliefsSujets proches
Math Learning process Scholarship LearningCiter ce document
Kata Sebök, « Noticing the relevance of subject matter in typical teacher tasks – a situated learning intervention for preservice teachers », HAL-SHS : sciences de l'éducation, ID : 10670/1.89xkd0
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Résumé
Preservice mathematics teachers (PSTs) often struggle to make connections between the formal mathematics required in university teacher education and the school-level mathematical content they will later be teaching. This leads to negative beliefs about their professional education and often alienation from mathematics itself. Based on the hypothesis that prospective teachers underestimate the mathematical demands of their future profession, a situated learning intervention based on the Four Component Instructional Design (4C/ID) framework was designed. This paper describes the development of an 11-week intervention aimed at improving the PSTs’ noticing of subject matter as well as their views on subject matter knowledge as a teacher resource. Selected results of the quasi-experimental study are briefly described.