Supporting prospective mathematics teachers’ planning and teaching technology-based tasks in the context of a practicum course

Bozkurt, Gülay; Koyunkaya, Melike Yiğit

doi:10.1016/j.tate.2022.103830

Cited by 16 publications

(7 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The students, who were encouraged to use these features of the RETA model, provided an important transition to the STEM approach with the engineering and science knowledge they addressed in the realistic part of RETA. Therefore, supporting pre-service teachers with the specific teaching model we chose in their teaching courses enriched their course design knowledge, supporting earlier research findings (Bozkurt & Yiğit Koyunkaya, 2022;Dick & Hollebrands, 2011) and adding on to them with the specific model we used.…”

Section: Discussionsupporting

confidence: 76%

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Türker Biber,

Saralar-aras

2024

E-Kafkas Eğitim Araştırmaları Dergisi

View full text Add to dashboard Cite

This study investigates the influence of an innovative teaching model, the Realistic, Exploratory, Technology-enhanced, and Active (RETA) model, on the STEM attitudes of senior-grade pre-service teachers. The research involved 65 participants from a public university in Turkey. Employing a comprehensive approach, the study utilized a STEM attitude scale, a RETA-based lesson evaluation rubric, and semi-structured interviews to gather both qualitative and quantitative data. The results revealed a noteworthy correlation between pre-service teachers with positive attitudes towards the RETA approach and their heightened efficacy in developing impactful lesson plans. Through the application of the RETA model, participants demonstrated an increased inclination towards innovative teaching strategies, emphasizing the integration of 21st-century skills. Furthermore, post-course assessments indicated a significant positive shift in attitudes, with participants recognizing the model's potential to foster equity within their teaching practices. This research contributes valuable insights into the integration of digital technologies in the classroom, offering a robust framework for pre-service teachers to enhance their pedagogical approaches.

show abstract

Section: Discussionsupporting

confidence: 76%

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Türker Biber,

Saralar-aras

2024

E-Kafkas Eğitim Araştırmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…It is also worth acknowledging that the value of microteaching in teacher education programs has been emphasized in existing literature. For instance, Bozkurt and Koyunkaya (2022) agree with other researchers (such as, Allen & Eve, 1968;Ledger & Fischetti, 2020) that microteaching is an effective method for fostering pre-service teachers' initial experiences and…”

Section: Introductionsupporting

confidence: 74%

Review of research on microteaching in mathematics teacher education: Promises and challenges

Mukuka,

Alex

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Microteaching has been viewed as a professional development tool that gives pre-service teachers the chance to strengthen their teaching skills. This paper presents an overview of the research on microteaching in mathematics teacher education, noting its prospects and challenges while also making recommendations for modifications to its application. A thorough analysis of 28 empirical papers on microteaching in mathematics teacher preparation that were published between 2000 and 12 May 2023, was conducted. Findings demonstrate that microteaching is an effective approach for enhancing pre-service teachers’ core mathematics teaching skills. It is suggested that microteaching, which begins in a laboratory setting with the development of essential teaching skills, should not end there; it should give trainee teachers an opportunity to learn and practice in a real classroom context. Microteaching activities require more time, more supervisors, and more resources to function at its maximum capacity. Technology has also demonstrated greater promise when it comes to enhancing microteaching’s position in facilitating the development of pre-service mathematics teachers’ instructional skills.

show abstract

“…As the debate continues, it has further birthed discussions on how teacher educators create instructional activities and how they include technology to develop the technological pedagogical content knowledge necessary to respond to changes in contemporary teacher education (Dimitriadou & Lanitis, 2023;Yáñez de Aldecoa & Gómez-Trigueros, 2022). Not only that, but the discussions have also spurred arguments on how teacher educators plan lesson activities in connection with curriculum requirements, effective pedagogical practices, and technology affordances or constraints (Bozkurt & Koyunkaya, 2023;Carrillo & Flores, 2020;Debbag et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Theodorio,

Mataka,

Shambare

2024

Educ Inf Technol

View full text Add to dashboard Cite

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

show abstract

Supporting prospective mathematics teachers’ planning and teaching technology-based tasks in the context of a practicum course

Cited by 16 publications

References 22 publications

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Transforming STEM Education: The Impact of the RETA Model on Pre-Service Teachers' Attitudes and Lesson Planning

Review of research on microteaching in mathematics teacher education: Promises and challenges

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Contact Info

Product

Resources

About