Does successful preparing and reflecting on lessons support pre-service teachers' actions?: A mediation study
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Colin Jeschke, Anke M. Lindmeier, Aiso Heinze |
| Original language | English |
| Published in | Maitree Inprasitha, Narumon Changsri, Nisakorn Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (vol. 3) |
| Pages | 88-95 |
| Editor (Publisher) | PME |
| ISBN | 978-616-93830-2-4 |
| DOI/Link | https://pme44.kku.ac.th/home/uploads/volumn/pme44_vol3.pdf |
| Publication status | Published – 07.2021 |
Pre-service teachers acquire mathematical teacher knowledge at university, but
often fail to apply that knowledge to spontaneous teaching situations in the classroom. In this study, we investigate whether an ability to prepare and reflect mathematics instruction may facilitate the application of mathematical
knowledge in instructional situations under time pressure. For that, we assessed
pre-service teachers’ mathematical teacher knowledge, their ability to prepare
and reflect mathematics instruction and their ability to act in time pressuring teaching situations with partly video-based instruments. The results show that an ability to prepare and reflect instruction mediates between mathematical teacher knowledge and the ability to act in teaching situations. Our results give implications for teacher training at university.
