Incorporating problem-based learning in a secondary school mathematics preservice teacher education course

被引：12
|
作者：
Bosica, John [1 ]
Pyper, Jamie S. [1 ]
MacGregor, Stephen [1 ]
机构：
[1] Queens Univ, 511 Union St W, Kingston, ON K7M 5R7, Canada
来源：
TEACHING AND TEACHER EDUCATION | 2021年 / 102卷
关键词：
Problem-based learning; Preservice teacher education; Mathematics education research; Secondary school preservice teacher; education; EFFICACY; STUDENTS; ACHIEVEMENT; STRATEGIES; BELIEFS; SENSE;
D O I：
10.1016/j.tate.2021.103335
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed. (c) 2021 Elsevier Ltd. All rights reserved.
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页数：10
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