Relationships Between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

被引：16
|
作者：
Hiebert, James [1 ]
Miller, Emily [2 ]
Berk, Dawn [3 ]
机构：
[1] Univ Delaware, Sch Educ, Newark, DE 19716 USA
[2] West Chester Univ, W Chester, PA USA
[3] Univ Delaware, Newark, DE 19716 USA
来源：
ELEMENTARY SCHOOL JOURNAL | 2017年 / 117卷 / 04期
基金：
美国国家科学基金会;
关键词：
STUDENT-ACHIEVEMENT; LESSON ANALYSIS; KNOWLEDGE; EDUCATION; VIDEO; INSTRUCTION; PROGRAMS; QUALITY; CONTEXT; IMPACT;
D O I：
10.1086/691685
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3 summers following graduation. Participants performed significantly better on the 3 tasks focused on mathematics topics studied in the program than on the task focused on a mathematics topic not studied in the program. After checking several alternative hypotheses, we conclude that a likely explanation for the performance differences is the mathematical knowledge for teaching that participants developed as freshmen in the preparation program.
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页码：687 / 707
页数：21
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