Geri Dön

Exploration of three domains: Specialized content knowledge, knowledge of content and students, and interpretation strategiesof preservice teachers

Başlık çevirisi mevcut değil.

  1. Tez No: 598683
  2. Yazar: EBRU ERSARI
  3. Danışmanlar: PROF. DENISE A. SPANGLER
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2018
  8. Dil: İngilizce
  9. Üniversite: The University of Georgia
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 272

Özet

Özet yok.

Özet (Çeviri)

The purpose of this study was to examine preservice middle grades teachers' Specialized Content Knowledge (SCK) and Knowledge of Content and Students (KCS) as well as their professional noticing strategies. Specifically, the research questions for this study were as follows: 1) What SCK and KCS do middle grades preservice teachers (PSTs) display when engaging with problems about pattern recognition and linear functions? 2) How do preservice middle grades teachers interpret students' mathematical thinking with the same problems about pattern recognition and linear functions? 3) What are the differences and similarities among preservice teachers in their SCK, KCS, and interpretations of student thinking, and how do these three elements seem to be related to one another? Four videotaped semi-structured interviews were conducted with each of the four middle school preservice teachers. The first three interviews consisted of exploring preservice teachers' SCK and KCS on one problem related to linear functions in each interview. The fourth interview consisted of exploring preservice teachers' interpretations of videos of middle school students solving the same problems from the first three interviews. The following factors impacted the relationship between SCK, KCS, and interpretation strategies: 1) the type of student artifact (written work versus videos), 2) the aspect of student reasoning (process versus product of student work), 3) the type of approach (focusing on whole classroom or a group of students versus individual students), and 4) the aspect of students' mathematical reasoning (students' mathematical reasoning versus students' mathematical reasoning). INDEX WORDS: Mathematical Knowledge for Teaching, Specialized Content Knowledge, Knowledge of Content and Students, Professional noticing, Interpretation, Student mathematical reasoning

Benzer Tezler

  1. Dialogue for all: Crafting inclusive and humanized voice assistants for diverse populations through an interdisciplinary approach

    Herkes için diyalog: Farklı topluluklar için kapsayıcı ve insani sesli asistanlar oluşturmak üzerine disiplinler arası bir yaklaşım

    YELİZ YÜCEL

    Doktora

    İngilizce

    İngilizce

    2023

    İletişim BilimleriGalatasaray Üniversitesi

    Radyo Televizyon ve Sinema Ana Bilim Dalı

    PROF. DR. KEREM RIZVANOĞLU

  2. Kentsel gerilim örneği olarak Gezi Parkı

    The Gezi̇ Park as an example of urban tension

    HİLAL BAKKALOĞLU

    Yüksek Lisans

    Türkçe

    Türkçe

    2017

    Mimarlıkİstanbul Teknik Üniversitesi

    Kentsel Tasarım Ana Bilim Dalı

    DOÇ. DR. İPEK AKPINAR AKSUGÜR

  3. Norma dayalı davranışa ilişkin ödül ve cezanın yüz algısına etkisinin elektrofizyolojik olarak incelenmesi

    Electrophysiological investigation of the effect of norm-based behaviour related reward and punishment on face perception

    KAHRAMAN KIRAL

    Doktora

    Türkçe

    Türkçe

    2021

    PsikolojiAnkara Üniversitesi

    Disiplinlerarası Sinir Bilimleri Ana Bilim Dalı

    PROF. DR. CANAN KALAYCIOĞLU

  4. Türkiye'de su hakkı

    The right to water in Turkey

    YILDIZ AKEL ÜNAL

    Doktora

    Türkçe

    Türkçe

    2021

    HukukGalatasaray Üniversitesi

    Kamu Hukuku Ana Bilim Dalı

    PROF. DR. ERDOĞAN BÜLBÜL