Policymakers and politicians are raising questions about the quality of teacher education program... more Policymakers and politicians are raising questions about the quality of teacher education program outcomes and how to prove or improve these outcomes. For all students to be college and career ready teacher candidates (TCs) need instructional skills upon entering the profession that enable them to enact ambitious teaching in pursuit of ambitious mathematics with students. Our research and development design aims for teachers to gain improved skill with high leverage instructional practice through a process of investigation and supported enactment or what has been termed in the literature, pedagogies of practice. This paper examines TCs' instructional tool use as they participate in pedagogies of practice to support secondary mathematics students. In addition, we examine the mathematical resources secondary mathematics students employ to solve a contextualized rate problem. Using a lens of mediated action, our coding of TCs' written analyses, video of their enactments, and tools provided within pedagogies of practice we were able to coordinate TCs' development of skilled use of instructional tools and their communication about these instructional tools. TCs initial engagement in pedagogies of practice afforded the use of a limited number of instructional tools – eliciting students' contributions and discursive practices – to varying degrees these tools were used consistently and repeatedly across TCs' enactments. Our findings offer insights on how pedagogies of practice support candidates' development of instructional skill while offering secondary students' opportunities to engage in authentic disciplinary practices.
Policymakers and politicians are raising questions about the quality of teacher education program... more Policymakers and politicians are raising questions about the quality of teacher education program outcomes and how to prove or improve these outcomes. For all students to be college and career ready teacher candidates (TCs) need instructional skills upon entering the profession that enable them to enact ambitious teaching in pursuit of ambitious mathematics with students. Our research and development design aims for teachers to gain improved skill with high leverage instructional practice through a process of investigation and supported enactment or what has been termed in the literature, pedagogies of practice. This paper examines TCs' instructional tool use as they participate in pedagogies of practice to support secondary mathematics students. In addition, we examine the mathematical resources secondary mathematics students employ to solve a contextualized rate problem. Using a lens of mediated action, our coding of TCs' written analyses, video of their enactments, and tools provided within pedagogies of practice we were able to coordinate TCs' development of skilled use of instructional tools and their communication about these instructional tools. TCs initial engagement in pedagogies of practice afforded the use of a limited number of instructional tools – eliciting students' contributions and discursive practices – to varying degrees these tools were used consistently and repeatedly across TCs' enactments. Our findings offer insights on how pedagogies of practice support candidates' development of instructional skill while offering secondary students' opportunities to engage in authentic disciplinary practices.
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Papers by Wendy Rose Aaron