Characterizing Areas Prospective Teachers’ Focus on When Plan ...

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  • Title: Characterizing Areas Prospective Teachers’ Focus on When Planning for Mathematics Instruction
  • Author(s): Sarah Selmer
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Science, Mathematics and Technology Learning
  • Keywords: Curriculum Design, Teacher Education
  • Volume: 26
  • Issue: 2
  • Year: 2019
  • ISSN: 2327-7971 (Print)
  • ISSN: 2327-915X (Online)
  • DOI: https://doi.org/10.18848/2327-7971/CGP/v26i02/15-28
  • Citation: Selmer, Sarah. 2019. "Characterizing Areas Prospective Teachers’ Focus on When Planning for Mathematics Instruction." The International Journal of Science, Mathematics and Technology Learning 26 (2): 15-28. doi:10.18848/2327-7971/CGP/v26i02/15-28.
  • Extent: 14 pages

Abstract

This study is a detailed analysis of what areas prospective teachers focus on when utilizing educative curricula to design a single classroom experience and how these foci can be characterized. The primary contribution of my results is a framework for what areas—instructional strategy, student, task, teacher, and connection—prospective teachers focus on as they engage in planning a classroom experience and a characterization—singular focus, dual focuses, and multiple focuses—for this participatory relationship. Our findings and related discussion highlight the critical importance of continuing to work in teacher education with an emphasis on teacher preparation experiences that transfer in deep and meaningful ways to individual prospective teachers’ classroom planning.