Search results for: Junor Clarke Pier Angeli
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Action Research, Pedagogy, and Activity Theory: Tools Facilitating Two Instructors’ Interpretations of the Professional Development of Four Preservice Teachers
This article describes the complexity of the preservice secondary school mathematics teachers' experiences in their use of action research as a tool provided for them in the teacher education program. It also examines what do the teacher educators learn about their repertoires and those of their students as they develop the research project within and across the disciplines. The findings show that the participants built trust overtime, which helped them to share their challenges with their instructors. The instructors realized that there needed to be a stronger connection between the PSSM teachers’ content knowledge and pedagogical content knowledge. The participants had hands-on experience and they are more confident to continue doing action research and become more reflective in their own classrooms. Furthermore, they enhanced their skills for students’ mathematics learning context.
Updated: Jan. 26, 2015
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. The findings indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.
Updated: May. 27, 2013