예비 교사의 수학 수업에서 테크놀로지 사용에 관한 경험과 신념이 그들의 테크놀로지 관련 지식에 미치는 영향 The Influence of Preservice Teachers' Experience and Beliefs Related to Technology Use in Mathematics Class on Their Technology-related Knowledge원문보기
교육에서의 테크놀로지 사용으로 인한 혜택과 이에 대한 관심이 커지면서, 테크놀로지를 통합한 수학 수업에서 교사의 역할이 더욱 중요해졌다. 따라서 예비 교사의 기술적 교육학적 내용 지식 (Technological Pedagogical Content Knowledge: TPACK)을 발전시키는 것이 중요하며, 이는 그들의 신념에 영향을 받는다. 본 연구에서는 예비 고등 수학 교사들의 수학수업에서의 테크놀로지 사용에 관한 경험과 신념이 그들의 TPACK에 어떻게 영향을 미치는지 조사 하였다. 연구 결과, 테크놀로지 사용 경험이 많고 학생 중심적 테크놀로지 사용에 관한 신념을 가진 예비 교사들이, 경험이 적고 교사 중심의 신념을 가진 예비 교사들 보다 테크놀로지에 관한 지식이 높은 것으로 나타났다. 예비 교사들의 TPACK과 신념의 관계에 대한 이해는 예비 교사들이 TPACK을 발전 시키고 테크놀로지 통합 수업을 할 수 있도록 하기 위해, 교사 교육 프로그램이 어떻게 지원 해야 할 것인지에 관한 통찰을 제공한다.
교육에서의 테크놀로지 사용으로 인한 혜택과 이에 대한 관심이 커지면서, 테크놀로지를 통합한 수학 수업에서 교사의 역할이 더욱 중요해졌다. 따라서 예비 교사의 기술적 교육학적 내용 지식 (Technological Pedagogical Content Knowledge: TPACK)을 발전시키는 것이 중요하며, 이는 그들의 신념에 영향을 받는다. 본 연구에서는 예비 고등 수학 교사들의 수학수업에서의 테크놀로지 사용에 관한 경험과 신념이 그들의 TPACK에 어떻게 영향을 미치는지 조사 하였다. 연구 결과, 테크놀로지 사용 경험이 많고 학생 중심적 테크놀로지 사용에 관한 신념을 가진 예비 교사들이, 경험이 적고 교사 중심의 신념을 가진 예비 교사들 보다 테크놀로지에 관한 지식이 높은 것으로 나타났다. 예비 교사들의 TPACK과 신념의 관계에 대한 이해는 예비 교사들이 TPACK을 발전 시키고 테크놀로지 통합 수업을 할 수 있도록 하기 위해, 교사 교육 프로그램이 어떻게 지원 해야 할 것인지에 관한 통찰을 제공한다.
With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), w...
With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.
With the proven benefits of and increased interest in using technology in education, the role of teachers has become more important in integrating technology into mathematics classroom. Thus, it is important to improve preservice teachers' technological, pedagogical, and content knowledge (TPACK), which are influenced by their beliefs. This study examines how preservice secondary mathematics teachers' experience and beliefs related to technology use in the mathematics classrooms impact their TPACK. The results of this study show that preservice teachers who have more experience using technology and who hold student-centered beliefs towards technology use display higher levels of technology-related knowledge than preservice teachers who have little experience and who hold teacher-centered beliefs. Understanding the relationships between preservice teachers' TPACK and beliefs provides insights into how teacher education programs can support preservice teachers to develop TPACK and integrate technology into their future mathematics instruction.
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
문제 정의
The findings of this study suggest what aspects mathematics teacher educators (MTEs) should consider to develop preservice mathematics teachers’ effective technology integration.
The main goal of the course was to develop preservice teachers’ knowledge about using technology in mathematics classrooms and how technology influences students’ mathematical thinking and understanding.
The purpose of this study is to examine how preservice secondary mathematics teachers’ experiences and beliefs regarding technology use in mathematics classrooms relate to their knowledge of how to integrate technology into mathematics teaching.
제안 방법
, pre-constructed GSP files or worksheets) in advance or to make them during the interview. During the interview, each participant could use a laptop with GSP, blank paper, and pencils. Each of the three interviews took approximately one hour and was video- and audio recorded.
In the task-based interview, the participants were asked to create activities using GSP to help students develop mathematical understanding or to remedy the students’ misconceptions. During this interview, each participant could use a laptop with GSP, the pedagogy course textbook, a compass, a protractor, a ruler, blank paper, and pencils.
Finally, the performance interview was scored based on three categories—content, pedagogy, and technology—with four levels (emergent, beginner, intermediate, and advanced).
From my analysis of his task-based and performance interviews, Tim displayed an Advanced level of TCK. He was able to use the measuring, labeling, and dragging features of GSP. Tim especially used the dragging feature for diverse purposes.
In the performance interview, Tim tried to ask many questions to facilitate the students’ exploration rather than just giving them the answers. He would let the students use diverse tools of GSP themselves, such as constructing, dragging, measuring, and calculating tools. He thought that the use of GSP would add more fun because the students could work with their own figures and actually see that the theorem works for any convex polygon.
Through the performance interview, I could thoroughly investigate the participants’ TPACK that was not covered in the task-based interview and its rubric and find evidence to support the task-based interview results. In addition, the performance interview allowed me to observe how participants actually plan and implement a lesson about a mathematics concept using GSP. In the pedagogy course, the participants did not learn the exterior angle theorem, and there were various possible strategies by which the theorem could be taught.
This interview was designed to measure participants’ TPACK through their instructional design and decision-making based on their pedagogical reasoning and ability to teach geometry using GSP (Harris, Grandgenett, & Hofer, 2010).
Through the performance interview, I could thoroughly investigate the participants’ TPACK that was not covered in the task-based interview and its rubric and find evidence to support the task-based interview results.
대상 데이터
The participants were four undergraduate preservice teachers enrolled in a mathematics teacher education program at a university in the southern region of the United States. They volunteered for this study and were enrolled in a secondary mathematics pedagogy course that was about learning and teaching geometry, probability, and sequences and series using technology.
이론/모형
To examine participants’ TPACK components (CK, PCK, TCK, and TPCK), I used Hollebrands and Smith’s (2010) task-based interview protocol containing four tasks regarding geometry topics (see Figure III - 1).
Brown, C. A., & Cooney, T. J. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 15(4), 13-18.
Choy, D., Wong, A. F., & Gao, P. (2009). Student teachers' intentions and actions on integrating technology into their classrooms during student teachings: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.
Crompton, H. (2015). Pre-service teachers' developing technological pedagogical content knowledge (TPACK) and beliefs on the use of technology in the k-12 mathematics classroom: A review of the literature. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge (pp. 239-250). New York, NY: Springer.
Culp, K. M., Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of educational technology policy. Journal of Educational Computing Research, 32(3), 279-307.
Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249-254). London, The United Kingdom: Falmer Press.
Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (vol. 31, pp. 39-57). Dordrecht, The Netherlands: Springer.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior, 22(1), 73-89.
Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research highlights in technology and teacher education 2010 (pp. 323-331). Chesapeake, VA: Society for Information Technology and Teacher Education.
Hollebrands, K. F. & Smith, R. C. (2010, January). Assessing prospective secondary teachers' knowledge of geometry, technology, and pedagogy. In K.F. Hollebrands (Chair), Methods and purposes for assessing high school teachers' knowledge of geometry. Symposium conducted at the annual conference of the Association of Mathematics Teacher Educators. Irvine, CA.
Kaput, J., Hegedus, S., & Lesh, R. (2007). Technology becoming infrastructural inmathematics education. In R. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the future in mathematics education (pp. 173-192). Mahwah,NJ: Lawrence Erlbaum.
Kay, R. H., & Knaack, L. (2005). A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy and Education, 14(3), 391-412.
Kim, C. M., Kim, M. K., Lee, C. J., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.
Mudzimiri, R. (2010). Developing TPACK in pre-service secondary mathematics teachers through integration of methods and modeling courses: Results of a pilot study. In D. Gibson & B. Dodge (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 3485-3490). Chesapeake, VA: AACE.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Niess, M. L. (2012). Rethinking pre-service mathematics teachers' preparation: technological, pedagogical and content knowledge (TPACK). In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing technology-rich, teacher education programs: Key issues (pp. 316-336). Hershey, PA: IGI Global.
Niess, M. L. (2015). Transforming teachers' knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 19-37). New York, NY: Springer.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher's mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576.
Richardson, V. (2003). Preservice teachers' beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 1-22). Greenwich, CT: Information Age Publishing.
Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833-878.
Smith, R. C., Kim, S., & McIntyre, L. (2016). Relationships between prospective middle grades mathematics teachers' beliefs and TPACK. Canadian Journal of Science, Mathematics and Technology Education, 16(4), 359-373.
Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
Turner, P., & Chauvot, J. (1995). Teaching with technology: Two preservice teachers' beliefs. In G. M. Millsaps (Ed.), Proceedings of the Seventeenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 115-121). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.