| Title: |
Impact of Mediated Field Experiences on Teacher Candidates' Self-Reported Learning: A Multi-Institutional Descriptive Pilot Study |
| Language: |
English |
| Authors: |
Swartz, Barbara Ann; Billings, Esther M. H.; Knapp, Melinda; Pinter, Holly Henderson; Lynch, Sararose D. |
| Source: |
North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter). |
| Availability: |
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2021 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Field Experience Programs; Preservice Teachers; Mathematics Instruction; Mathematics Teachers; Classroom Environment; Self Esteem; Student Attitudes; Preservice Teacher Education; Mathematics Education; Educational Practices |
| Abstract: |
Mediated Field Experiences (MFEs) provide teacher candidates (TCs) structured opportunities to unpack and enact core teaching practices, gain mathematics content and pedagogical knowledge, and reflect critically on mathematics teaching and learning. In this paper we present findings from a multi-institutional descriptive pilot study that investigates the impact of MFEs on TC learning. TCs reported that they (1) deepened their understanding of the targeted core teaching practice(s), (2) developed a vision of ambitious mathematics teaching, (3) recognized the importance of cultivating a positive classroom learning community, and (4) increased their confidence when teaching after their completion of a one-term course implementing MFEs. [For the complete proceedings, see ED630060.] |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
ED630097 |
| Database: |
ERIC |