Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper
En studie av matematikdidaktikutbildningen i Förskollärar- och Grundlärarprogrammets tre inriktningar
DOI:
https://doi.org/10.24834/educare.2023.2.933Keywords:
mathematical subject knowledge, pedagogical mathematical knowledge, pedagogical knowledge, teacher education, Didactics of mathematicsAbstract
This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.
References
Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers’ development of adaptive expertise. Teaching and Teacher Education, 49, 108–117. DOI: 10.1016/j.tate.2015.03.010
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. DOI: 10.1177/0022487108324554
Carlgren, I. (2015). Kunskapskulturer och undervisningspraktiker. Daidalos.
Caspersen, J., & Raaen. F.D. (2014). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20(2), 189–211. DOI: 10.1080/13540602.2013.848570
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. DOI: 10.1080/13540600902875340
Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A., & Sini, T. (2017). Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction. Asia-Pacific Journal of Teacher Education, 45(3), 250–266. DOI: 10.1080/13540600902875340
Hsieh, H-F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. DOI: 10.1177/1049732305276687
Jao, L., Sahmbi, G., & Huang, Y-S. (2020). Professional growth through reflection and an approximation of practice: Experiences of preservice teachers as teaching assistants in a secondary mathematics teaching methods course. The Teacher Educator, 55(1), 47–65. DOI: 10.1080/08878730.2019.1637986
Krueger, R.A., & Casey, M.A. (2015). Focus groups: A practical guide for applied research. Sage Publication.
Lampert, M., Loef Franke, M., Kazemi, E., Ghousseini, H., Chan Turrou, A., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3) 226–243. DOI: 10.1177/0022487112473837
Le Maistre, C., & Paré, A. (2010). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 26(3), 559–564. DOI: 10.1016/j.tate.2009.06.016
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2019). Conflicts viewed through the micro-political lens: Beginning teachers’ coping with emotionally challenging situations. Research Papers in Education, 35(6), 746–765. DOI: 10.1080/02671522.2019.1633559
McDonald, M., Kazemi, E., & Schneider Kavanagh, S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386. DOI: 10.1177/0022487113493807
Oonk, W., Veloop, N., &. Gravemeijer, K. (2020). Analyzing student teaches’ use of theory in their reflection on mathematics teaching practice. Mathematics Education Research Journal, 32(4), 563–588. DOI: 10.1007/s13394-019-00269-y
Roofe, C. C., & Miller, P. (2013). “Miss, I am not being fully prepared”: Student-teachers’ concerns about their preparation at a teacher training institution in Jamaica. Australian Journal of Teacher Education, 38(5), 1–13. DOI: 10.14221/ajte.2013v38n5.5
Russell, T., & Martin, A.K. (2017). Teacher education needs an epistemology of practice. In J. Mena, A. Garicía-Valcárcel, F.J. García Peñalvo & M.M. Del PoZo (Eds.), Search and research: Teacher education for contemporary contexts (pp. 111–118). Ediciones Universidada Salamanca.
Ryle, G. (2009). The concept om mind (60th. ed.). Routledge.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(3), 4–14. DOI: 10.1177/0022057413193003
Schön, D.A. (1995). The new scholarship requires a new epistemology. Change, 27(6), 26–42.
Schön, D.A. (1983). The reflective practitioner. Basic Books.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher education and development study in mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.
Thorsten, A., Samuelsson, J., & Samuelsson, M. (2021). Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper. Högre Utbildning, 11(2) 21–36. DOI: 10.23865/hu.v11.2702
Vetenskapsrådet. (2017). God forskningssed. Vetenskapsrådet.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Karin Forslund Frykedal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
