Search results for: Beswick Kim
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In this article, the authors examined the potential impact of video excerpts of teaching on pre-service teachers' learning. They were also interested to identify and focus on the development of students' understanding of mathematics and the teaching and learning actions likely to facilitate this. The authors found that many of the pre-service teachers were interested in the development of students' understanding. However, many of the participants struggled to identify evidence of it or observable teaching actions likely to contribute to it.
Updated: Oct. 17, 2017
This article reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The authors discuss the relative difficulties of items on each of the three subscales. Furthermore, the authors examine the differences between the participants’ performances on each subscale and the overall scale according to level of education, previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared.
Updated: Jul. 28, 2016
This article reports on the effectiveness of a programme designed to enhance aspects of teacher knowledge believed to contribute to successful teaching for numeracy in the middle years of schooling. Teacher profiling instruments and pupil surveys of their classes were administered at the beginning and end of the programme. This programme shows that progress can be made on pupils’ numeracy levels with a dedicated programme .
Updated: May. 22, 2012
This article provides an account of professional learning in action. The authors documented the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices.
Updated: Nov. 29, 2010