Session Information
SES F 03, Paper Session
Paper Session
Contribution
The purpose of this research was to explore mathematical teacher novices’ perception about their initial preparation for teaching during the study. Special focus is on teaching practice and its role in teacher preparation. Teacher education curriculum does not enable integration of teaching practice during study. Teaching practice is organized as short-term event, therefore students can not achieve competence at the appropriate level.
Students do not have enough opportunities to work in authentic environments which would foster transfer of knowledge into practice. They should experience and master different teaching methods and strategies, researching about their advantages and deficiencies already during their study. Present organization of teaching practice doesn’t offer appropriate work based learning integrated in all curriculum subjects. Therefore they experience concerns about teaching when their teaching career is initiated after graduation. During the study they have to deal in practical way with concerns about teaching, well knowing the curriculum, involving mastery of subject-matter knowledge, classroom management skills like motivation and individualization in teaching process, providing discipline, experiences with administrative work.
To resolve all the concerns and to ensure higher transfer of knowledge into practice we should think about new forms of teaching practice and student or teacher professional development which should be ICT-supported. New approaches, which enhance competence development in authentic environments, are oriented towards communities of practice, communities of experts. Individuals when participating in communities are in constant interaction and reflection processes within their everyday work and professional development (Istenic Starcic, 2007) Within the survey the perception and expectations of last year students were studied and perception of mathematical teachers novices.
Method
Expected Outcomes
References
1. Boz, Yezdan(2008) 'Turkish student teachers' concerns about teaching', European Journal of Teacher Education, 31: 4, 367 — 377. 2. Ludlow, Larry, Pedulla, Joseph, Enterline, Sarah, Cochran-Smith, Marilyn, Loftus, Fran, Salomon-Fernandez, Yves and Mitescu, Emilie(2008) 'From students to teachers: using surveys to build a culture of evidence and inquiry', European Journal of Teacher Education, 31: 4, 319 — 337. 3. Istenic Starcic, Andreja. Razvoj IKT kompetenc med "generičnim" in "predmetno-specifičnim" znanjem : raziskovalni pristop pri strokovnem razvoju učitelja v spletni skupnosti praktikov. V: CENCIČ, Majda. Raziskovalni pogledi na razvijanje pedagoške prakse, Izbrana pedagoška področja, (Partnerstvo fakultet in šol v letih 2006 in 2007). Koper: Univerza na Primorskem, Pedagoška fakulteta, 2007, str. 79-101. 4. Vonta, Tatjana, Rutar, Sonja, Istenic Starcic, Andreja, Borota, Bogdana. Mentorstvo v profesionalnem razvoju učitelja in vzgojitelja. Koper: Pedagoška fakulteta, 2007. 5. Sykes, G. Teacher and Student Learning: Strengthening Their Connection. V: Darling-Hammond, L., Sykes, G. (Eds). Teaching as the Learning Profession. Handbook of Policy and Practice, Jossey-Bass Publishers, San Francisco, 1999, str. 151-179. 6. Istenic Starcic, Andreja, Brodnik, Andrej. Usposabljanje učiteljev za uporabo IKT - sodelovalni model = IN-service teacher training for the use of ICT in teaching a collaborative model. V: COTIČ, Mara (ur.), MEDVED-UDOVIČ, Vida (ur.), FELDA, Darjo (ur.), ZORMAN, Anja (ur.), BOROTA, Bogdana (ur.), VIČIČ, Jernej (ur.), STARC, Sonja (ur.), ZURC, Joca (ur.), ZUDIČ ANTONIČ, Nives (ur.). Izvlečki. Koper: Univerza na Primorskem, Pedagoška fakulteta, 2004, str. 80-81. 7. Istenic Starcic, Andreja, Subic Kovac, Maruska. Mentoring dimensions in knowledge and innovation development. V: Istenic Starcic, Andreja (ur.), Subic Kovac, Maruska (ur.). University & industry knowledge transfer and innovation. Athens [etc.]: WSEAS Press, 2009.
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