Abstract
Research indicates that learning about teaching methods is not the same as learning to enact teaching methods. In our mathematics and science teacher education programs, we employ a practice-based pedagogy approach requiring novice teachers to learn, practice, enact, and reflect on their teaching. This approach draws on work highlighting core instructional practices (Grossman et al., 2009a), the Cycle of Enactment and Investigation (Kazemi et al., 2009), and ambitious science teaching (Windschitl et al., 2012). This paper addresses how we implement these pedagogies in our context, the challenges we have encountered, and the adaptations we have made to optimize these practices.
RÉSUMÉ
La recherche indique que l’apprentissage des méthodes d’enseignement ne correspond pas exactement à l’apprentissage de l’application de ces méthodes. Dans notre programme de formation en enseignement des mathématiques, nous utilisons une pédagogie fondée sur la pratique qui demande aux futurs enseignants d’apprendre, d’exercer, de jouer certains rôles et de réfléchir sur leur enseignement. Cette approche est basée sur des travaux qui soulignent les pratiques d’enseignement fondamentales (Grossman et al., 2009), le cycle de promulgation et d’investigation (Kazemi et al., 2009), et un enseignement des sciences ambitieux (Windschitl et al., 2012). Cet article s’intéresse surtout aux façons d’appliquer ces méthodes pédagogiques à notre contexte, aux défis que nous avons rencontrés et aux efforts que nous avons faits pour adapter et optimiser ces pratiques.
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Acknowledgements
We wish to thank Kara Jackson and Gale Seiler for their work in helping to get the practice-based pedagogies started in our mathematics and science teacher education programs.
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Jao, L., Wiseman, D., Kobiela, M. et al. Practice-Based Pedagogy in Mathematics and Science Teaching Methods: Challenges and Adaptations in Context. Can J Sci Math Techn 18, 177–186 (2018). https://doi.org/10.1007/s42330-018-0009-0
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DOI: https://doi.org/10.1007/s42330-018-0009-0