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Статті в журналах з теми "Mathematics teachers In-service training Victoria"
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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Повний текст джерелаАнотація:
ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.
Повний текст джерелаАнотація:
This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.
Повний текст джерелаАнотація:
This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
Повний текст джерелаАнотація:
In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Tran, Trung, Hung Anh Phan, Hong Van Le, and Hung Thanh Nguyen. "ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 19. http://dx.doi.org/10.3991/ijet.v15i14.14015.
Повний текст джерелаАнотація:
Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
Повний текст джерелаАнотація:
As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Ramatlapana, Kim Agatha. "Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives." Journal of Mathematics Teacher Education 12, no. 2 (April 2009): 153–59. http://dx.doi.org/10.1007/s10857-009-9101-8.
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Eyup, Izci, and Göktaş Özlem. "Assessment of in-service training activities for junior high mathematics teachers." Educational Research and Reviews 12, no. 24 (December 23, 2017): 1220–29. http://dx.doi.org/10.5897/err2017.3412.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Vladimir N. Soloviev, and Olga V. Bondarenko. "The support of the process of training pre-service mathematics teachers by means of cloud services." CTE Workshop Proceedings 8 (March 19, 2021): 318–32. http://dx.doi.org/10.55056/cte.265.
Повний текст джерелаАнотація:
The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Erixon, Eva-Lena, and Ninni Wahlström. "In-service training programmes for mathematics teachers nested in transnational policy discourses." European Journal of Teacher Education 39, no. 1 (October 27, 2015): 94–109. http://dx.doi.org/10.1080/02619768.2015.1101062.
Повний текст джерелаДисертації з теми "Mathematics teachers In-service training Victoria"
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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Повний текст джерелаАнотація:
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquobeliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
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Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.
Повний текст джерелаАнотація:
Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquoevolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
Повний текст джерелаАнотація:
There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
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Moreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.
Повний текст джерелаАнотація:
This thesis investigates primary teachers' attitudes towards mathematics and mathematics teaching, and whether or not they are amenable to change. As used in the study, the term focuses on people, objects and issues, and brings together thought, action and emotion. The purpose of the research was threefold: • to investigate primary teachers' attitudes towards mathematics and towards mathematics teaching, and as a subsidiary aim to examine factors that might account for these attitudes; • to examine ways in which primary teachers' attitudes towards mathematics and mathematics teaching, along with other factors, influence their participation in a Logo-based mathematics in-service course; • to ascertain the degree to which primary teachers' attitudes towards mathematics and its teaching are influenced by their participation in a Logo-based mathematics in-service course. A two-country "zoom lens" design was adopted. It consisted of two qualitatively distinct but related sub-studies: (1) an attitude survey making use of a self-administered questionnaire; and (2) a developmental study of attitude change based on a Logo-based mathematical in-service course. These issues were investigated by adapting a vantage point which spans two educational cultures: England and Portugal. The attitude survey was administered in England in the Autumn term of the 1987/88 academic year and involved all the primary teachers of Suffolk County Council. In Portugal, it was administered in the Spring term of the sane academic year and involved all the primary teachers in the district of Viseu. The attitude questionnaire used in the survey included several Likentype scales aimed at mirroring different aspects of primary teachers' attitudes towards mathematics, as well as questions which sought to gather information about the teachers' background. The second sub-study was carried out in Portugal in the Summer term of the academic year 1987/88, and in England in the Autumn term of the following academic year. It involved ten Portuguese primary teachers and seven English primary teachers who volunteered to attend the Logo course. The methodology used in this sub-study combined ethnographic methods and concepts with principles akin to an action research paradigm. Considering the two sub-studies as a whole, the two most important conclusions were the following. First, the study indicated that the attitudes towards mathematics and mathematics teaching of the English primary teachers differed considerably from those of the Portuguese ones, along with their interactions with the Logo course, thus implying that cultural, social and even political factors are relevant to teachers' attitudes. Second, when the participation of the teachers in England and Portugal were compared (not in absolute, but in relative terms), there was a fair degree of similarity as to the conclusions reached in the two countries. The following conclusions were drawn: (a) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were more likely to occur when they were already committed to change at the beginning of the course; (b) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were closely related to the sense of personal achievement they derived from the course.
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Armstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.
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The author has been working in the field of Mathematical Education, with special interest in In-Service Education and Training, for many years. This work, which is described in this thesis, has been used to develop a particular philosophy of Mathematical Education and strategies and techniques related to the provision of INSET for special groups of teachers.
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Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.
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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning teachers of primary mathematics was designed from critical characteristics of effective teacher support obtained from the literature. The model was designed via the use of a 'fellow worker' to help beginning teachers implement constructivist ways of teaching mathematics in their classrooms. It was implemented over a period of the first year of teaching for the five participants. The research took the form of an interpretative, qualitative study. The main methods of data collection were interviews, observation, researcher and participant journals, case methods meetings, repertory grids, RADIATE categories, pre and post questionnaires and characterisation scales. Data were analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Analysis incorporated the use of the NUD*IST computer program. Findings suggest that the professional development, support model was successful in helping beginning teachers implement and sustain a more constructivist philosophy in mathematics teaching. It appeared to provide an effective framework lo meet the individual needs of teachers within specific contexts. It was an effective alternative to the isolation and 'sink-or-swim' attitude of the first year of teaching felt by the participants. Beginning teachers used reflection in their teaching and generally began to implement less teacher-directed, traditional methods of teaching after emerging from a foreshortened ‘survival’ period. The major influences acting on pedagogical practices were the children in the classrooms of the beginning teachers. Other factors such as limited pedagogical knowledge, traditional ways of behaving as a teacher, beliefs about mathematics, mathematics teaching and learning, and time also influenced classroom practice in primary mathematics. The major finding of the research is that, with personal and context-specific support, beginning teachers can start to implement pedagogical practices in primary mathematics consistent with recent recommendations. This thesis recommends that the support must come from both the general system and the school levels and must address the needs or the individual teachers rather than mass induction methods. Distinction and separation must be made between beginning teacher support and the assessment of the beginning teacher’s competence. General methods involving a ‘sink-or-swim’ philosophy and beginning teacher isolation should be abandoned. At the conclusion of this thesis, recommendations for further study and research are provided.
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Monteiro, Maria Cecilia Soares de Morais. "The impact of an in-service teacher training programme on teachers involved with computers in education." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-an-inservice-teacher-training-programme-on-teachers-involved-with-computers-in-education(6e9f5948-aa49-405d-a39a-869b0c573be3).html.
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Rakumako, Angeline Mosenya. "Demographic profile and perceived in-service education and training needs of secondary Mathematics teachers in the Limpopo Province." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11031.
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Bibliography: leaves 146-152.It is now generally acknowledged that effective and sustainable in-service education and training (INSET) programmes require, first, adequate information to be available on teachers' demographics and, second, for teachers' views on professional development to be taken into consideration. Neither kind of information is currently available for Mathematics teachers in the Limpopo Province of South Africa in a reliable manner. Consequently, this study has as its objectives 1) to determine the demographic profile of secondary Mathematics teachers in the Limpopo Province, 2) to establish the perceived INSET needs of these teachers, and 3) to examine possible associations between demographic profiles and perceived INSET needs of secondary Mathematics teachers in the Limpopo Province.
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Ding, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.
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The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics teacher education program. This program is traditional in nature, mainly consisting of mathematics teaching methods courses, teaching practica and advanced mathematics courses.
Student teachers’ performance in three aspects of PCK — the substance of PCK, approaches to PCK and the structure of PCK — were assessed using a combination of quantitative and qualitative measures employed at two distinct stages of the program. At each stage, student teachers’ PCK was examined by a PCK questionnaire, a follow-up interview and three video-based interviews. The factors influencing PCK change were investigated using multiple phases and approaches of data collections. Specifically, rating schemes for each aspect of PCK were developed to evaluate student teachers’ responses and track the changes in their PCK. Interviews were conducted with student teachers at various stages of their professional growth to determine what they considered to be important factors affecting their PCK and changes to their PCK. In addition, observations of student teachers’ teaching practice during their teaching practica, together with interviews involving course instructors, mentor teachers and university teachers were employed to collect supplementary evidence on the impact of those factors.
A quantitative analysis of the PCK questionnaire indicated that the participating student teachers generally did not perform well in PCK items in either stage. The follow-up interviews suggest that the different logic applied by the student teachers when responding to those items, their lack of sensitivity to contextual information, and their misunderstanding of terminology and incorrect assumptions all affected their performance. An additional qualitative analysis, based on three video-based interviews, indicated that student teachers’ overall performances in the three aspects of PCK improved in the second stage. Insights were gained into the major types of changes in PCK through paired responses. These changes were found to be influenced by changes in the student teachers’ knowledge of curriculum, of good examples/tasks/exercises, of clear lesson and teaching goals and of some affiliated affective factors. Other factors, including individual and social contextual factors, prior learning and tutoring experience, practicum experience and preparations for examinations and teaching competitions, are also examined for their direct or indirect impact on PCK.
This study may contribute to current literature on the characteristics of Chinese student teachers’ PCK and PCK changes during the final two years of their pre-service teacher education. It provides a tentative explanation of how institutional and social contextual factors affect PCK and PCK change in different ways. Methodological and practical implications are also discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Sevis, Serife. "The Effects Of A Mathematics Teaching Methods Course On Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609644/index.pdf.
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The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquocontent knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo
understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants'
knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo
content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo
CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo
understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.
Книги з теми "Mathematics teachers In-service training Victoria"
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Hilary, Shuard, ed. In-service education in primary mathematics. Milton Keynes, England: Open University Press, 1985.
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Pinner, Mary Timothy. In-service education in primary mathematics. Milton Keynes: Open University Press, 1985.
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Roesken, Bettina. Hidden dimensions in the professional development of mathematics teachers: In-service education for and with teachers. Rotterdam: Sense Publishers, 2011.
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4
Sigrid, Blömeke, and Tatto Maria Teresa, eds. Teacher education matters: A study of middle school mathematics teacher preparation in six countries. New York: Teachers College Press, Columbia University, 2011.
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Froelich, Gary W. HiMAP inservice leaders handbook. Arlington, Ma: COMAP, 1988.
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Kathy, Dunne, ed. Teachers as learners: Facilitator's guide. Thousand Oaks, CA: Corwin Press, 2003.
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Deters, Pasley Joan, ed. Mathematics and science for a change: How to design, implement, and sustain high-quality professional development. Portsmouth, NH: Heinemann, 2009.
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Moments in mathematics coaching: Improving K-5 instruction. Thousand Oaks, Calif: Corwin, 2010.
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Woleck, Kristine Reed. Moments in mathematics coaching: Improving K-5 instruction. Thousand Oaks, Calif: Corwin Press, 2010.
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Carey, Nancy Lane. Best practice in action: Followup survey on teacher enhancement programs. [Arlington, Va.]: National Science Foundation, Directorate for Education and Human Resources, Division of Research, Evaluation, and Communication, 1997.
Знайти повний текст джерелаЧастини книг з теми "Mathematics teachers In-service training Victoria"
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Miller, Dave. "Teachers and technology: pre-service training for mathematics." In Information and Communications Technologies in School Mathematics, 161–64. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_19.
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Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.
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Santagata, Rossella, Janette Jovel, and Cathery Yeh. "Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations." In Integrating Video into Pre-Service and In-Service Teacher Training, 115–27. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch006.
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Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborated over the duration of the course. In addition, pre-service teachers discussed standards-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In Integrating Video into Pre-Service and In-Service Teacher Training, 128–45. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch007.
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The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Toker, Zerrin. "Effective Training of the Teachers in Teaching of Mathematics." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution, 31–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch002.
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This chapter aims to provide an in-service teaching model, which is named as a “reflective teachers-as-designers professional development model” based on the literature, designed to give teachers an understanding of teaching that focuses on developing real-life contexts and developing global competencies. First, the conceptual framework for the learning of teachers and their capacity as designers are discussed. Then, content components and process components of the model are presented by providing the rationale behind each element.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning, 159–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.
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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.
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Meletiou-Mavrotheris, Maria, and Katerina Mavrou. "Web-Based Simulations for the Training of Mathematics Teachers." In Cases on Educational Technology Implementation for Facilitating Learning, 308–40. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch018.
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A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teachers’ learning of mathematics content and its pedagogy. Using the simulated classroom SimSchool as a virtual field experience, the authors seek to bridge the classic gap between teacher preparation and practice by creating reality-based learning contexts that strengthen pre-service teachers’ appreciation of how to implement standard-based mathematics instruction in complex classrooms.
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Meletiou-Mavrotheris, Maria. "Online Communities of Practice as Vehicles for Teacher Professional Development." In Teaching Mathematics Online, 142–66. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch007.
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The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.
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Bolondi, Giorgio, Federica Ferretti, Alessandro Gimigliano, Stefania Lovece, and Ira Vannini. "The Use of Videos in the Training of Math Teachers." In K-12 STEM Education, 261–78. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch013.
Повний текст джерелаАнотація:
The purpose of this chapter is to present a systematic observational research on the math teachers' assessment practices in the classroom. This research is a specific phase of an international project (FAMT&L - Comenius Multilateral Project) and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The observational study is carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices for the formative assessment of mathematics teachers. Furthermore, the analysed video will be used in in-service teacher training courses in order to promote a correct use of formative assessment and to improve achievements in learning mathematics.
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Hansen, Heidi B., and Marta T. Magiera. "Working Together: A Cross-cultural Study Addressing Mathematics Anxiety in K-8 Pre-service Teachers." In Theory and Practice: An Interface or A Great Divide?, 199–204. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.40.
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This study will present data from research on K-8 pre-service teachers’ math anxiety across three universities: one public, one private and one non-U.S. The article discusses background rationale, literature, tools used and results of this study. The results of the study indicated that similar math anxiety levels exist in students in all three types of academic institutions. The paper also incorporates discussion of the importance of including the topic in pre-service teacher training, and possible interventions for alleviating math anxiety.
Тези доповідей конференцій з теми "Mathematics teachers In-service training Victoria"
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Dofkova, Radka, and Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.
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Owusu Mensah, James. "NATURE AND QUALITY OF IN-SERVICE TRAINING FOR MATHEMATICS TEACHERS IN TAUNG AREA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0161.
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Fernández, Nicolás, Jaime García-García, Elizabeth Arredondo, and Isaac Imilpán. "Knowledge of Binomial Distribution in Pre-service Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8b2.
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The binomial distribution is one of the most important discrete distributions in probability and statistics; however, research identifies weaknesses in teachers’ and students’ application of binomial distributions for solving tasks beyond the direct use of the formula. Based on historical epistemological study and notions from the onto-semiotic approach to mathematical knowledge and instruction, we designed and administered a questionnaire to secondary school mathematics teachers in training. In our results, we identify and describe a lack of articulation among historical epistemological elements of the binomial distribution. Teachers can correctly use concepts such as combinatorics, probability, and the binomial distribution formula to model and identify binomial phenomena but cannot answer questions about a random variable or expected value. They show a lack of consideration of alternative representations.
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North, Delia, and Jackie Scheiber. "Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08704.
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A new school curriculum, with substantial statistics content at all levels, is currently being phased in throughout South Africa. This paper focuses on a government roll-out plan that aims to upgrade the knowledge of in-service teachers in order to empower them to successfully engage with the statistics content of the new school syllabus.
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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.
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Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze the relationship between orientations and knowledge. The results indicated that teachers with high self-efficacy showed higher statistical knowledge than less self-effective teachers, and that anxious women performed better than less anxious female teachers. This demonstrates the close relationship between the cognitive and affective aspects of in-service statistics teachers. Therefore, in order to develop professionally competent teachers, it seems worthwhile to address teachers’ fears and to strengthen their self-efficacy already during their teacher training in statistics.
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Ramaila, Sam, and Philemon Seloane. "EXPLORING SOUTH AFRICAN IN-SERVICE TEACHERS’ BASELINE KNOWLEDGE OF MATHEMATICS: A CASE OF FURTHER EDUCATION AND TRAINING PHASE." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end019.
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Ardıç, Mehmet Alper, and Tevfik İşleyen. "Development process of in-service training intended for teachers to perform teaching of mathematics with computer algebra systems." In 6TH INTERNATIONAL EURASIAN CONFERENCE ON MATHEMATICAL SCIENCES AND APPLICATIONS (IECMSA-2017). Author(s), 2018. http://dx.doi.org/10.1063/1.5020454.
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Borim da Silva, Cláudia, and Cileda de Queiroz e Silva Coutinho. "Reasoning about variation of a univariate distribution: a study with secondary mathematics teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08312.
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Variation is a fundamental concept in statistics literacy; standard deviation is part of compulsory school curriculum in Brazil. The objective of this study is to explore reasoning about variability by teachers, using the model proposed by Garfield (2002). The sample was composed of nine in-service mathematics teachers who took part in a teacher-training course on statistics. An experimental focus made it possible for them to experience all the steps of a statistics research project in which the course content was designed to expose the reasoning about variability employed by these teachers. We identified an oscillation between idiosyncratic and procedural levels, but no teacher showed complete reasoning about variation. The most prevalent reasoning employed was verbal, when teachers interpreted standard deviation as a measure of variation among observations.
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Fukuda, Hiroto, and Ippo Ishibashi. "A Survey on the Use of Context for Teacher Training in Probability and Statistics: Focusing on the Tuesday Birthday Problem." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6f2.
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Context plays a significant role in teaching probability and statistics; although its importance has been contended in previous studies, there is not sufficient research on the role of context. Therefore, this study aimed to clarify the actual use of context in problem solving through pre-service mathematics teachers. We focussed on the Tuesday Birthday Problem, which requires awareness of context. Data were obtained from surveys involving 98 teachers and analysed by classifying answers based on the answer types related to context. Results revealed that there are three hurdles related to context in this problem: ‘generation of the idea of conditional probability,’ ‘identification of the necessary and sufficient context for the condition,’ and ‘correct use of the context.’
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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.
Звіти організацій з теми "Mathematics teachers In-service training Victoria"
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4454.
Повний текст джерелаАнотація:
The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов, and Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.
Повний текст джерелаАнотація:
The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3897.
Повний текст джерелаАнотація:
The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essential part of training mathematics teachers. Domestic and foreign experiences of using cloud services for forming professional competences of mathematics teachers are analyzed. The place of the CoCalc within the system of mathematical disciplines learning tools is investigated. The task of improving the math teachers’ ICT competence by means of cloud services use in the process of training is considered. Among the new forms of learning rising along with the cloud services dissemination are such as collaborative learning, inquiry-based learning, person-oriented learning. At the same time, the use of the appropriate cloud service in the study of some mathematical discipline improves the assimilation of the learning material and improves the knowledge acquisition process on most topics. The analysis of current research of Ukrainian scientists on the problem in question shows that the progress is underway as for further elaboration and implementation of new learning methods and techniques of using cloud services in the higher education institutions.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Повний текст джерелаАнотація:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.