NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047864
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1492-6156
Transition between University Students to Teachers: Practice in the Middle
Savard, Annie
Canadian Journal of Science, Mathematics and Technology Education, v14 n4 p359-370 2014
This article presents a study done in an elementary mathematics methods course that focused on the transition of novice teachers' epistemological stances: former elementary student, university student, and teacher stances. In order to help them develop the teacher stance, we designed a three-phase activity, where two phases took place inside class and the last one occurred outside of class. Novice teachers were given an assignment where they had to rehearse a count in class and enact it in front of a small group of students. They had to write reflections on their rehearsal and enactment. Interviews were done 4 months after the end of the course. The results show that the reflections about mathematics in relation to the use of new teaching practices on eliciting students' thinking allowed the novice teachers to develop the teacher stance.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A