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1 – 10 of 182Qiaoping Zhang, Jing Guo and Yicheng Wei
This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their…
Abstract
Purpose
This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.
Design/methodology/approach
Thirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.
Findings
The findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.
Research limitations/implications
Hong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.
Originality/value
This study has proposed an original framework for describing mathematical disposition.
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Jijing Qian, Jialing Shang and Lianyi Qin
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…
Abstract
Purpose
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.
Design/methodology/approach
This study combines scoping and systematic review based on the PRISMA paradigm.
Findings
This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.
Research limitations/implications
First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.
Practical implications
Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.
Originality/value
The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.
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The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.
Abstract
Purpose
The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.
Design/methodology/approach
The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.
Findings
The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.
Practical implications
Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.
Originality/value
This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.
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Sunti Bunlang, Maitree Inprasitha and Narumon Changsri
The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the…
Abstract
Purpose
The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction.
Design/methodology/approach
A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and two instruments were utilized, namely student worksheets, and field notes. An ethnographic research design was employed.
Findings
The results revealed that the students' mathematical ideas were developed from the real world to the mathematical world through a flow of lessons based on the four phases of the Open Approach (OA).
Practical implications
Firstly, the students demonstrated their ability to represent the real world independently when the teacher posed an open-ended problem. Secondly, the students demonstrated their ability to use semi-concrete aids to develop their ideas while self-learning. Thirdly, the students showed how they developed their ideas to solve the open-ended problem using relevant objects or related concepts as part of a whole-class discussion and comparison exercise. Finally, the students demonstrated their abilities to represent the mathematical world using numbers and symbols to communicate their ideas when they were required to make a summary by connecting their mathematical ideas.
Originality/value
This study adds new insight to the literature on students' mathematization using the TLSOA model.
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Ryann N. Shelton, Rachelle Meyer Rogers and Trena L. Wilkerson
The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson…
Abstract
Purpose
The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study.
Design/methodology/approach
This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program.
Findings
This paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection.
Research limitations/implications
First, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions.
Practical implications
Mathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers.
Originality/value
This paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.
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Peng Liu, Xuyang Li and Ciren Zhuoma
The purpose of this study is to understand the research on numeracy coach in the Canadian context.
Abstract
Purpose
The purpose of this study is to understand the research on numeracy coach in the Canadian context.
Design/methodology/approach
This study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.
Findings
Research about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.
Originality/value
This is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.
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Lianne Jones, Rachelle Rogers, Doug Rogers, Austin McClinton and Lisa Painter
The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to…
Abstract
Purpose
The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.
Design/methodology/approach
The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.
Findings
Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.
Research limitations/implications
These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.
Practical implications
Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.
Originality/value
Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.
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Sana Saeed Al-Haddad, Ernest Afari, Myint Swe Khine and Fuad Ali Ahmed Eksail
This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers.
Abstract
Purpose
This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers.
Design/methodology/approach
Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables.
Findings
The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation.
Research limitations/implications
The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed.
Originality/value
This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.
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Ummi Nur Afinni Dwi Jayanti and Miza Nina Adlini
Despite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of…
Abstract
Purpose
Despite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.
Design/methodology/approach
This study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.
Findings
The findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.
Originality/value
The findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.
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Sarah Barnett and Heather Drew Francis
This paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade…
Abstract
Purpose
This paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor.
Design/methodology/approach
This paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings.
Findings
Analysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection.
Research limitations/implications
This action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data.
Practical implications
It is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students.
Originality/value
This case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development.
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