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題名 Repeated field teaching: preservice teachers’ changes in teaching efficacy and theories of mathematics teaching 作者 邱美秀
Chiu, Mei-Shiu貢獻者 教育系 關鍵詞 Mathematics teaching; teacher education; teaching efficacy; theories of teaching 日期 2017-11 上傳時間 19-四月-2018 11:42:26 (UTC+8) 摘要 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 關聯 Journal of Advances in Education Research, Vol. 2, No.4, 241-252 資料類型 article DOI http://dx.doi.org/10.22606/jaer.2017.24005 dc.contributor 教育系 zh_TW dc.creator (作者) 邱美秀 zh_TW dc.creator (作者) Chiu, Mei-Shiu en_US dc.date (日期) 2017-11 dc.date.accessioned 19-四月-2018 11:42:26 (UTC+8) - dc.date.available 19-四月-2018 11:42:26 (UTC+8) - dc.date.issued (上傳時間) 19-四月-2018 11:42:26 (UTC+8) - dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=134456 - dc.description.abstract (摘要) 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 en_US dc.format.extent 418819 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) Journal of Advances in Education Research, Vol. 2, No.4, 241-252 dc.subject (關鍵詞) Mathematics teaching; teacher education; teaching efficacy; theories of teaching en_US dc.title (題名) Repeated field teaching: preservice teachers’ changes in teaching efficacy and theories of mathematics teaching en_US dc.type (資料類型) article dc.identifier.doi (DOI) 10.22606/jaer.2017.24005 dc.doi.uri (DOI) http://dx.doi.org/10.22606/jaer.2017.24005
