| 1. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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Images of the desired teacher in practicum observation protocols
- 2021
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Ingår i: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 36:4, s. 439-460
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Tidskriftsartikel (refereegranskat)abstract
- ‘Good teaching’ remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of images of the charismatic and the technical-professional teacher, and the dearth of teleological aspects. The degree to which protocols reflected a knowledge base, had clear implementation requirements, valued reasoned judgement, and valued transformation of content varied. On the basis of this range of images of the desired teacher, we suggest four categories of teacher images: the knowledgeable teacher, the knowledge-transforming teacher, the efficient teacher, and the constantly improving teacher, and further discuss the possibility of an inspired teacher.
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| 2. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The CALL of Zulu : reflections on the development of a computer-assisted language learning package
- 2021
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Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 34:3, s. 246-269
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Tidskriftsartikel (refereegranskat)abstract
- Few people who did not grow up speaking Zulu have learned the language later. There are limited resources for second language Zulu learning, whether textbooks, readers, or computerised resources. We set out to develop software for this purpose, to support learners’ independent learning. Drawing on research on language learning, we used a number of principles that then informed the design of the programmes. In this paper, we reflect on the applicability of the principles and the difficulties in structuring an application for an agglutinative language.
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| 3. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 4. |
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| 5. |
- de Ron, Anette, et al.
(författare)
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Configuring the landscape of research on problem-solving in mathematics teacher education
- 2022
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Ingår i: International Electronic Journal of Mathematics Education. - : Modestum Publishing Ltd. - 1306-3030. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to configure the landscape of empirical mathematics educational research onproblem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understoodand used. The method consists of a configurative review of empirical mathematics education research onproblem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspectsof problem-solving in teacher education are connected to and complement each other. Using the model, theconfiguration results in the proposition of four major categories of research on problem-solving in teachereducation. The result indicates an almost equal distribution of research which views problem-solving as an aimfor mathematics education versus research which views problem-solving as a means for learning mathematics.However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarteron pedagogical content knowledge. Implications for teacher education and future research are discussed.
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| 6. |
- Österling, Lisa, et al.
(författare)
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Productive Ways of Organising Practicum – What do we Know? A Systematic Review
- 2018
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Ingår i: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. - Haifa : International Group for the Psychology of Mathematics Education (PME). - 9789176019047 ; , s. 443-450
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Konferensbidrag (refereegranskat)abstract
- The starting point for this review are questions on the empirical base for the organization of practicum. Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.
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