Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/116908


Title: Repeated field teaching: preservice teachers’ changes in teaching efficacy and theories of mathematics teaching
Authors: 邱美秀
Chiu, Mei-Shiu
Contributors: 教育系
Keywords: Mathematics teaching;teacher education;teaching efficacy;theories of teaching
Date: 2017-11
Issue Date: 2018-04-19 11:42:26 (UTC+8)
Abstract: The aim of this study was to understand preservice teachers’ changes in their perceived teaching efficacy and theories of mathematics teaching by repeated field-teaching. A mathematics (teaching) methods course was designed to include repeated field-teaching with multiple supports, including course instructors, school teachers, peers, and a course website. The course website was used to organize all course reading materials, discussion, work submission, and research data collection. Compared with that after first filed-teaching, the preservice teachers’ teaching efficacy increased after the second field-teaching in pedagogy-content coordination, fluent teaching process, effective solution to student difficulties, and problem posing. In addition, their theories of effective mathematics teaching changed from teacher-centered, theoretical, and procedural approaches to student-centered, practical, and thematic ones
Relation: Journal of Advances in Education Research, Vol. 2, No.4, 241-252
Data Type: article
DOI 連結: http://dx.doi.org/10.22606/jaer.2017.24005
Appears in Collections:[教育學系] 期刊論文

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