Premium
Perceptions of Professional Growth: A Mathematics Teacher Educator in Transition
Author(s) -
Timmerman Maria A.
Publication year - 2003
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2003.tb18232.x
Subject(s) - mathematics education , professional development , perception , selection (genetic algorithm) , teaching method , transition (genetics) , pedagogy , teacher education , elementary mathematics , teacher preparation , faculty development , action research , psychology , computer science , chemistry , biochemistry , artificial intelligence , neuroscience , gene
To meet the need for reform in mathematics teacher preparation courses, two cycles of changes made in an elementary mathematics methods course are presented. Using action research, teaching approaches were developed, implemented, and evaluated as a meaningful way to continue my professional development. Results suggested that I improved my teaching practices and focused more on teaching tasks that engaged my students to “think like teachers.” Three critical components of teacher preparation courses are identified that are important for teacher educators to acknowledge when implementing change: (a) using reflective verbal and written communication, (b) establishing a collaborative mathematical community, and (c) focusing on a narrower selection of mathematical content.