Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers

被引：2

作者：

Broza, Orit ^{[1
]}

Lifshitz, Ariel ^{[1
]}

Atzmon, Shirly ^{[1
]}

机构：

[1] Levinsky Coll Educ, Shoshana Persitz 32, IL-61481 Tel Aviv, Israel

来源：

JOURNAL OF EDUCATION-US | 2022年 / 202卷 / 04期

关键词：

math discourse; preservice teachers; critical reflective thought;

D O I：

10.1177/0022057421998336

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers' learning process was examined as a result of using an analytic model designed for discourse protocols' analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice and developing critical reflective thinking among preservice teachers. The change occurred in two "ripples of influence": (1) improving discourse to one promoting learning by demonstrating hypothetical scenarios and (2) perception of the role of teachers and class management.

引用

页码：406 / 415

页数：10

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