Research Square (Research Square),
Journal Year:
2023,
Volume and Issue:
unknown
Published: Aug. 5, 2023
Abstract
Teacher
education
should
foster
teachers’
competencies
in
teaching
mathematical
modelling
since
it
is
a
demanding
task.
Mathematical
requires
spontaneous
reactions,
which
are
related
to
the
core
of
—
teacher
noticing.
The
study
designed
video-based
course
develop
these
context
modelling.
findings
revealed
noticeable
improvement
their
noticing
after
participating
semester-long
course.
In
particular,
Preservice
Teachers’
topical
foci
shifted
towards
thinking
and
pedagogy.
They
made
significantly
more
interpretive
comments
used
task-dimensional
knowledge
for
reason
about
events.
These
results
appear
support
viability
using
video
this
purpose.
Eesti Haridusteaduste Ajakiri = Estonian Journal of Education,
Journal Year:
2023,
Volume and Issue:
11(2), P. 40 - 67
Published: Oct. 20, 2023
Selle
uuringu
eesmärk
oli
kohandada
situatsioonispetsiifiliste
ehk
PID-oskuste
(perception,
interpretation,
decision-making
skills)
hindamisvahend
isemääramisteooria
konteksti,
et
analüüsida
õpetajakoolituse
üliõpilaste
suutlikkust
märgata
ja
tõlgendada
psühholoogilisi
baasvajadusi
toetavaid
tegevusi
klassiruumi
kontekstis.
Andmeid
koguti
aineõpetajate
magistriõpingute
esimese
aasta
üliõpilastelt
(N
=
97),
kasutades
tunnivideote
analüüsi.
Uuringu
tulemuste
põhjal
võib
öelda,
üliõpilased
märkavad
tunnivideotest
psühholoogiliste
baasvajadustega
seotud
aspekte.
Tõlgendamisel
ning
otsuste
tegemisel
olid
vastused
pigem
kas
kirjeldavad
või
hinnangulised
ega
olnud
teoreetiliste
teadmistega.
Töökogemuse
olulisi
erinevusi
tulemustes
ei
täheldatud.
Kuigi
puhul
on
tulemused
ootuspärased,
tuleks
arendamisele
õpetajakoolituses
senisest
teadlikumalt
tähelepanu
pöörata,
toetamaks
paremini
teadmiste
ülekannet
praktikasse.
Summary
Modelling in Science Education and Learning,
Journal Year:
2022,
Volume and Issue:
15(1), P. 175 - 186
Published: Jan. 29, 2022
En
Alemania,
existe
una
gran
tradición
de
proyectos
modelización,
llevados
a
cabo
por
diferentes
universidades
todo
el
país.
Desde
2001,
grupo
trabajo
Didáctica
las
Matemáticas
del
Departamento
Educación
la
Universidad
Hamburgo
ha
llevado
modelización.
este
artículo
se
describe
en
detalle
proyecto
actual,
Jornadas
Modelización
Hamburgo.
Uno
los
objetivos
es
posibilitar
que
alumnos
adquieran
experiencia
resolver
problemas
modelización
y
competencias
Además,
apoya
futuros
profesores
su
profesionalización
enseñanza
matemática,
especialmente
lo
respecta
supervisión
tratan
tipo.
Por
último,
secundaria
están
implementando
clases
matemáticas.
In
the
contextual
model
of
teacher
competence
by
Blömeke
et
al.
(2015),
teachers’
situation-specific
skills,
like
perception,
interpretation,
and
decision-making
(PID-skills)
are
regarded
as
central
aspects
that
determine
performance
teachers
in
a
classroom
deemed
processes
revolve
around
student
thinking
learning
(Santagata
&
Yeh,
2016).
Teachers’
ability
to
notice
meet
students’
needs,
turn,
influences
their
motivation
engagement
learning.
need-supportive
teaching,
use
instructional
behaviors
support
basic
psychological
needs
for
competence,
autonomy,
relatedness.
The
aim
current
qualitative
study
was
assess
level
PID-skills
supportive
teaching.
Due
situative
characteristics
PID-skills,
authentic
videos
were
selected
noticing,
analyzing
skills.
After
watching
video
clips,
semi-structured
interviews
carried
out.
Content
analysis
used
discover
what
notice;
is
interpretation
decision-making.
conducted
with
10
first-year
MA-level
students
several
subjects
teachers´
programme.
results
reveal
although
noticing
skills
good
level,
can
be
described
through
lower
levels,
which
indicate
need
pay
more
attention
on
targeted
development
education.
Research Square (Research Square),
Journal Year:
2023,
Volume and Issue:
unknown
Published: Aug. 5, 2023
Abstract
Teacher
education
should
foster
teachers’
competencies
in
teaching
mathematical
modelling
since
it
is
a
demanding
task.
Mathematical
requires
spontaneous
reactions,
which
are
related
to
the
core
of
—
teacher
noticing.
The
study
designed
video-based
course
develop
these
context
modelling.
findings
revealed
noticeable
improvement
their
noticing
after
participating
semester-long
course.
In
particular,
Preservice
Teachers’
topical
foci
shifted
towards
thinking
and
pedagogy.
They
made
significantly
more
interpretive
comments
used
task-dimensional
knowledge
for
reason
about
events.
These
results
appear
support
viability
using
video
this
purpose.
