Academic literature on the topic 'Innovative ideas in mathematics teacher preparation'

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

This chapter will rely on both poetry and prose to communicate the ideas the author teaches prospective mathematics teachers about social justice and develop their social awareness. She uses qualitative methods developed from performative autoethnography, poetic inquiry, and poetic-narrative autoethnography to accomplish three goals: 1) describe her definition of social justice education, 2) articulate the experiences that led her to use poetry in class, and 3) expand on the ways she uses poetry with prospective mathematics teachers. Further, she explores how different kinds of silence are a necessary component to developing social awareness and how poetry can foster these productive silences and allow students to break through unproductive silences.

This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in reconstructing their technological pedagogical content knowledge (TPACK) for teaching mathematics. This analysis describes instructional practices that guide inservice teacher participants in inquiring and reflecting to confront their knowledge-of-practice conceptions for integrating multiple technologies as learning tools. The research program describes an online learning trajectory and instructional strategies supporting the tools and processes in steering the content development in a social metacognitive constructivist instructional framework towards moving from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012). The results provide recommendations for online professional development learning environments that engage the participants as a community of learners.

Globalization affects nations, cultures, and education in multiple ways. Quality of education to a large extent depends on the teacher quality. To reform education and teacher preparation from within is ineffective – first of all, we have to consider effects of the national culture on education, educators, and learners. This chapter offers a comparative study of several nations' cultural characteristics and their impact on education. Many innovative ideas and practices can be learned from advanced international educational systems and adapted to the US schools. For that we should introduce comparative international education courses with a focus on practical applications into every teacher preparation program. The author presents an example of a specialization US Education in Global Context taught at National University.

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.

While certainly a mystery, as Palmer suggests, a teacher’s mission, as well as reward, is educating, drawing out from students what lies dormant while proposing the new, the exhilarating, the as-yet undiscovered. Professors, especially those new to academe, frequently find themselves in the classroom with little preparation, guidance, or direction about how to convey the knowledge and skill set of the profession. The prevailing assumption is that advanced knowledge of subject matter itself is sufficient preparation to teach the subject. The unofficial credential for teaching is completion of a research doctorate in a particular discipline. This narrow position is reinforced by the belief that students will learn from a one-way transmission of information. Many of us have learned to teach the hard way, by the seat of our pants, by circumstance, or by necessity. We often teach unaware of how we teach, both at the surface level of recognizing and identifying what we do in the classroom, and at the philosophical level of considering why we do what we do. Theoretical frameworks and findings from research studies provide only limited assistance in mastering the art and craft of teaching. Between the ideas that research provides and the kinds of direction and decisions you, the teacher, must make, there is a gulf. Teachers, both new and experienced, seek practical yet innovative suggestions for creatively working with students. They need help with difficult questions. How do I divide my focus between establishing a relationship, developing a learning contract, and plunging into content? How can I enhance the learning process without actually getting in the way? How do I best connect with students? How can I make learning active? In what ways can I personalize the teaching/learning environment? How do I adapt the method of teaching to students’ differing learning styles? How do I keep content fresh for them and for me? How do I create a climate that is calming while challenging? How do I build a secure place to invite learning and change? Themes in this book resemble those in my other books that concentrate on clinical practice. They are heartfelt and basic.

On September 26, 2002, the National Institute of Aerospace, NIA, was created near NASA’s Langley Research Center in Hampton, VA as a result of a winning proposal submitted from the AIAA and a 6-university team in response to a broad agency announcement. Our proposal emphasized these four imperatives to: • Conduct leading edge aerospace & atmospheric science research and develop revolutionary new technologies by creating innovative, collaborative, synergistic partnerships among NASA’s Langley Research Center, academia, and industry; • Provide comprehensive graduate and continuing education

Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise i