ERIC Number: EJ1144867
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 50
Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?
Morris, Anne K.; Hiebert, James
American Educational Research Journal, v54 n3 p524-567 Jun 2017
We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when there were differences in how completely graduates attended to the key mathematics concepts when planning lessons, the differences favored the topics studied in the courses, especially topics emphasized most heavily. We conjecture that teacher preparation can matter for lesson planning, an important task for teaching, if enough opportunities are provided to acquire the relevant content knowledge for teaching. We consider what this might mean for teacher preparation, more generally.
Descriptors: Teacher Education Programs, Program Effectiveness, Mathematics Instruction, Lesson Plans, Planning, Preservice Teacher Education, Elementary Education, College Freshmen, College Graduates, Mathematical Concepts, Knowledge Base for Teaching, Hypothesis Testing, Coding, Statistical Analysis, Qualitative Research
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0909661