Prospective teachers' instructional visions and engagement in an approximation of practice regarding role of teacher and classroom discourse

被引：1
作者：
Girit-Yildiz, Dilek [1 ]
Osmanoglu, Aslihan [2 ]
机构：
[1] Trakya Univ, Edirne, Turkiye
[2] Ordu Univ, Ordu, Turkiye
来源：
TEACHING AND TEACHER EDUCATION | 2025年 / 155卷
关键词：
Instructional vision; Scripting tasks; Prospective mathematics teachers; Approximation of practice; MATHEMATICS; KNOWLEDGE; STUDENTS; BELIEFS; IMPACT;
D O I：
10.1016/j.tate.2024.104896
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this qualitative study was to examine prospective mathematics teachers' instructional visions and engagement in an approximation of practice during the Methods of Teaching Algebra course during a 14-week spring semester. One such approximation to practice is scripting tasks, which can reveal the visions of prospective teachers. Each of the 25 prospective teachers completed three scenarios, held group discussions, and revised individual scenarios. The main findings indicated that while prospective teachers had an instructional vision that aligned with ambitious instruction, they were unable to adequately reflect these visions in their engagement in the approximation to practice.
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页数：21
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