Advertisement

PRESERVICE FORMATIVE ASSESSMENT INTERVIEWS: THE DEVELOPMENT OF COMPETENT QUESTIONING

  • Ingrid S. WeilandEmail author
  • Rick A. Hudson
  • Julie M. Amador
Article

Abstract

Recent research and reform documents in mathematics and science education have highlighted the importance of preservice teacher education that focuses on understanding students’ reasoning and modifying instruction accordingly. Utilizing the constructs of core practices and the professional noticing as lenses with which to examine the development of preservice teachers’ questioning practice, we conducted a case study of 1 pair of preservice teachers as they performed weekly formative assessment interviews to elicit student thinking during 1 semester. Our study was driven by the following research questions: (1) How do preservice teachers develop their questioning practice and ability to notice students’ thinking about mathematical and science concepts? (2) How can these questioning practices be further developed? Results suggest that with weekly practice and reflection, preservice teachers can develop their questioning practice within the context of face-to-face interaction with students and that the ways they question students can change when given opportunities to interact with them and analyze their thinking. By having participants attend to what they were professionally noticing about students’ thinking, we contend that they learned to adapt their questioning techniques to ask students more competent questions. Participants also exhibited 2 areas of questioning practice ripe for improvement—asking leading questions and missed opportunities to probe students’ thinking. While providing clinical field experiences to preservice teachers is not novel, we suggest the importance of foregrounding practices that elicit student mathematical and scientific thinking through an iterative process of enactment and reflection to develop questioning practice and the ability to notice.

Key Words

core practices formative assessment preservice teacher education professional noticing questioning 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Supplementary material

10763_2013_9402_MOESM1_ESM.docx (11 kb)
ESM 1 (DOCX 11 kb)
10763_2013_9402_MOESM2_ESM.docx (17 kb)
ESM 2 (DOCX 17 kb)

References

  1. Ball, D., Sleep, L., Boerst, T. & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474.CrossRefGoogle Scholar
  2. Bell, B., Osborne, R. & Tasker, R. (1985). Finding out what children think. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children’s ideas (pp. 151–165). Portsmouth: Heinemann.Google Scholar
  3. Carpenter, T., Fennema, E. & Franke, M. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics education. The Elementary School Journal, 97(1), 3–20.CrossRefGoogle Scholar
  4. Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28, 1315–1346.CrossRefGoogle Scholar
  5. Creswell, J. (2002). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.Google Scholar
  6. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.CrossRefGoogle Scholar
  7. Franke, M. L. & Kazemi, E. (2001). Teaching as learning within a community of practice: Characterizing generative growth. In T. Wood, B. Nelson & J. Warfield (Eds.), Beyond classical pedagogy in elementary mathematics: The nature of facilitative teaching (pp. 47–74). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  8. Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D. & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60, 380–392.CrossRefGoogle Scholar
  9. Grossman, P., Hammerness, K. & McDonald, M. (2009). Redefining teacher, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.CrossRefGoogle Scholar
  10. Hackenberg, A. (2005). A model of mathematical learning and caring relations. For the Learning of Mathematics, 25(1), 44–47.Google Scholar
  11. Harlen, W. (Ed.). (2001). Primary science …taking the plunge: How to teach primary science more effectively for ages 5 to 12 (2nd ed.). Portsmouth, NH: Heinemann.Google Scholar
  12. Hudson, R. A., Kloosterman, P. & Galindo, E. (2012). Assessing preservice teachers’ beliefs about the teaching and learning of mathematics and science. School Science and Mathematics, 112, 433–442.Google Scholar
  13. Jacobs, V. R., Lamb, L. L. C. & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.Google Scholar
  14. Jacobs, V., Lamb, L., Philipp, R. & Schappelle, B. (2011). Deciding how to respond on the basis of children’s understandings. In M. G. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing (pp. 97–116). New York: Routledge.Google Scholar
  15. Kagen, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.CrossRefGoogle Scholar
  16. Kawanaka, T. & Stigler, J. W. (1999). Teachers’ use of questions in eighth-grade mathematics classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learning, 1, 255–278.CrossRefGoogle Scholar
  17. Lampert, M. (2010). Learning teaching in, from and for practice: What do we mean? Journal of Teacher Education, 6(1–2), 21–34.CrossRefGoogle Scholar
  18. Levin, D., Hammer, D. & Coffey, J. (2009). Novice teachers’ attention to student thinking. Journal of Teacher Education, 60(2), 142–154.CrossRefGoogle Scholar
  19. Lewis, C. (2000). Lesson study: The core of Japanese professional development. Invited presentation to the Special Interest Group on Research in Mathematics Education at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April.Google Scholar
  20. Martino, A. M. & Maher, C. A. (1999). Teacher questioning to promote justification and generalization in mathematics: What research practice has taught us. The Journal of Mathematical Behavior, 18, 53–78.CrossRefGoogle Scholar
  21. Mehan, H. (1979). Learning lessons: Social organization in a classroom. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
  22. Moyer, P. & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293–315.CrossRefGoogle Scholar
  23. NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  24. NCTM. (2007). Mathematics teaching today. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  25. National Science Teachers Association. (2000). NSTA position statement: Science teacher preparation. Retrieved 10 August 2009 from http://www.nsta.org/about/positions/preparation.aspx.
  26. Posner, G. & Gertzog, W. (1982). The clinical interview and the measurement of conceptual change. Science Education, 66(2), 195–209.CrossRefGoogle Scholar
  27. Ralph, E. G. (1999). Developing novice teachers’ oral-questioning skills. McGill Journal of Education, 34, 29–47.Google Scholar
  28. Sahin, A. & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11, 221–241.CrossRefGoogle Scholar
  29. Scherrer, J. & Stein, M. K. (2012). Effects of a coding intervention on what teachers learn to notice during whole-group discussion. Journal of Mathematics Teacher Education. doi: 10.1007/s10857-012-9207-2.
  30. Sherin, M., Jacobs, V. & Philipp, R. (Eds.). (2011a). Mathematics teacher noticing: Seeing through the teacher’s eyes. New York: Routledge.Google Scholar
  31. Sherin, M., Russ, R. & Colestock, A. (2011b). Accessing mathematics teacher’s in-the-moment noticing. In M. G. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing (pp. 79–94). New York: Routledge.Google Scholar
  32. Star, J., Lynch, K. & Perova, N. (2011). Using video to improve preservice mathematics teachers’ abilities to attend to classroom features. In M. G. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing (pp. 117–133). New York: Routledge.Google Scholar
  33. Steffe, L. & Thompson, P. (2000). Teaching experiment methodology: Underlying principles and essential elements. In A. E. Kelley & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 267–306). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  34. van Es, E. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. Jacobs & R. Philipp (Eds.), Mathematics teacher noticing (pp. 134–151). New York: Routledge.Google Scholar
  35. van Es, E. A. & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.Google Scholar
  36. van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Journal of Technology and Teacher Education, 24(2), 244–276.Google Scholar
  37. van Zee, E. & Minstrell, J. (1997). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6, 227–269.CrossRefGoogle Scholar
  38. Yin, R. (2009). Case study research: Designs and methods (4th ed.). Thousand Oaks, CA: Sage.Google Scholar

Copyright information

© National Science Council, Taiwan 2013

Authors and Affiliations

  • Ingrid S. Weiland
    • 1
    Email author
  • Rick A. Hudson
    • 2
  • Julie M. Amador
    • 3
  1. 1.College of Education and Human DevelopmentUniversity of LouisvilleLouisvilleUSA
  2. 2.University of Southern IndianaEvansvilleUSA
  3. 3.University of IdahoCoeur d’AleneUSA

Personalised recommendations