When things don’t go exactly as planned: Leveraging from student teachers’ insights to adapted interventions and professional practice



État de publication: Publiée (2005 )

Type de présentation:

Nom de la rencontre: 15e congrès de l'International commission on mathematical instruction

Lieu: Aguas De Lindoia, Brésil

Résumé: We are all familiar with the difficulties encountered by preservice teachers during their first teaching experiences. They often have difficulty identifying the valuable components of a successful learning situation or evaluating the efficacy of their classroom activities. How could preservice teachers be supported in their transition from university to the classroom? How could we engage in joint reflection on the relationship between student knowledge and preservice teacher knowledge? In that connection, research on the selection and planning of classroom activities has highlighted the importance of conceptions with respect to mathematics (Jaworski, 1994; Ernest, 1989), learning and teaching (Britzman, 1991), initial learning experiences (Jonston, 1990; Civil, 1993), previous instruction concerning the development of pupils’ thinking (Fenema & al., 1996). In addition to the new reality of a class, student teachers face several constraints (VaccNesbitt & Bright, 1999; Wideen & al. , 1998).

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