Instruction in Teacher Training
Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases
Building on research on teacher noticing, this study focused on examining how mathematics teacher educators (MTEs) can support the development of prospective teachers (PSTs’) noticing key aspects of mathematics teaching and learning through a carefully constructed video analysis activity. The authors found that the views expressed in group discussions at the beginning of the semester were not static; PSTs engaged with each other and their instructor to consider the interaction among teaching, students’ perspectives, and students’ MMKB. This finding suggests that PSTs need multiple opportunities to expose and identify their fragmented awareness and to develop more informed and considered perspectives. Discussion with peers as well as input from instructors can help PSTs move toward a greater understanding of the resources available to and used by students. This study provides some understandings of PSTs’ learning through a particular form of approximation and decomposition of practice.
Publication Year: 2014 | Updated in ITEC: April 2, 2017
The Role of Self-Confidence in Learning to Teach in Higher Education
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Publication Year: 2013 | Updated in ITEC: April 2, 2017
Motivation and Degree Completion in a University-Based Teacher Education Programme
The present study investigated which factors determine degree completion in a Dutch university-based teacher education programme. The authors assumed that both student characteristics and characteristics of the learning environment affected degree completion.
Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion.
Publication Year: 2015 | Updated in ITEC: March 26, 2017