Abstract
This article presents a study done in an elementary mathematics methods course that focused on the transition of novice teachers’ epistemological stances: former elementary student, university student, and teacher stances. In order to help them develop the teacher stance, we designed a three-phase activity, where two phases took place inside class and the last one occurred outside of class. Novice teachers were given an assignment where they had to rehearse a count in class and enact it in front of a small group of students. They had to write reflections on their rehearsal and enactment. Interviews were done 4 months after the end of the course. The results show that the reflections about mathematics in relation to the use of new teaching practices on eliciting students’ thinking allowed the novice teachers to develop the teacher stance.
Résumé
Cet article présente une étude réalisée auprès de futurs maitres du primaire et porte sur la transition des postures épistémologiques des futurs maitres, soit: l’ancien élève du primaire, l’étudiant universitaire et l’enseignant. Dans le but de favoriser le développement de la posture de l’enseignant, nous avons développé une situation en trois phases. Deux phases ont été vécues en classe alors que la dernière a été vécue hors de la classe. Ainsi, les futurs maitres ont eu à réaliser un travail dans lequel ils devaient répéter un compte et l’enseigner à un petit groupe d’étudiants. Ils ont eu par la suite à consigner leurs réflexions sur la répétition et la réalisation par écrit. Des entrevues ont été réalisées quatre mois après la fin du cours. Les résultats montrent que la réflexion développée envers les mathématiques et l’utilisation de nouvelles pratiques enseignantes sur la sollicitation du raisonnement des élèves a favorisé le développement de la posture de l’enseignant.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(6), 497–511.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
Brousseau, G. (1998). Théorie des situations didactiques [Theory of didactical situations]. Grenoble, France: La pensée sauvage éditions.
Brown, T., McNamara, O., Hanley, U., & Jones, L. (1999). Primary students teachers’ understanding of mathematics and its teaching. British Educational Research Journal, 25(3), 299–322.
DeBlois, L. (2006, May). Alterner entre différentes postures épistémologiques pour complexifier les conceptions de l’enseignement des mathématiques [Alternate between different epistemological stances for complexify conceptions on teaching mathematics]. Paper presented at the Espace Mathématique Francophone, Sherbrooke, Canada.
DeBlois, L., & Maheux, J.-F. (2005, May). When things don’t go exactly as planned: Leveraging from student teachers’ insights to adapted interventions and professional practice. Paper presented at the 15th International Commission of Mathematical Instruction, Aguas De Lindoia, Brésil.
DeBlois, L., & Squalli, H. (2002). Implication de l’analyse de productions d’élèves dans la formation des maîtres du primaire [Implication of the analysis of students’ work in elementary school teacher training program]. Educational Studies in Mathematics, 50(2), 212–237.
Guillaune, A. M., & Kirtman, L. (2010). Mathematics stories: Preservice teachers’ images and experiences as learners of mathematics. Issues in Teacher Education, 19(1), 121–143.
Hannula, M. S., Kaasila, R., Laine, A., & Pehkonen, E. (2005, February). The structure of student teacher’s view of mathematics at the beginning of their studies. Paper presented at the Fourth Congress of the European Society for Research in Mathematics Education, Sant Feliu de Guixols, Spain.
Jonnaert, P., & Vander Borght, C. (1999). Créer des conditions d’apprentissage: un cadre de référence socioconstructiviste pour une formation didactique des enseignants [Creating learning conditions: A socioconstructivist framework for didactical training of teachers]. Paris, France: De Boeck Université.
Kansanen, P. (2009). Subject-matter didactics as a central knowldge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society. Special Issue: Pedagogy: Some Heterogeneous Thinking, 17(1), 29–39.
Kazemi, E., Franke, M., & Lampert, M. (2009, July 5–9). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. Paper presented at Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington, New Zealand.
Lamb, N. (2009). The impact of participation in an online professional community on the development of elementary pre-service teachers’ knowledge of teaching mathematics (Unpublished master’s thesis). McGill University, Montreal, Canada.
Lampert, M. (2010). Learning teaching in, from and for practice: What do we mean? Journal of Teacher Education, 61(1), 21–34.
Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2012). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. S. L. Kucan (Ed.), Instructional explanations in the disciplines (pp. 129–141). New York, NY: Springer.
L’Écuyer, R. (1990). Méthodologies de l’analyse comportementale de contenu [Methodology of content analysis]. Sillery, Canada: Presses de l’Université du Québec.
Litchtman, M. (2011). Understanding and evaluating qualitative educational research. Thousand Oaks, CA: Sage.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89–100.
Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers’ attitudes toward mathematics. Educational Studies in Mathematics, 35(2), 189–206.
Savoie-Zajc, L. (2000). La recherche qualitative/interprétative en éducation [Qualitative/interpretative research in education]. In T. K. L. Savoie-Zajq (Ed.), Introduction à la recherche en éducation (pp. 171–198). Sherbrooke, Canada: Éditions de CRP.
Vézina, N., & Suurtaam, C. (2008). Être à l’écoute des élèves: Un incontournable dans la classe de mathématiques [Be attentive to students: A crucial point in mathematics classroom]. Canadian Journal of Science, Mathematics and Technology Education, 8(3), 252–279.
Author information
Authors and Affiliations
Corresponding author
Additional information
This article was accepted by guest editor Ghislain Samson. Cet article a été accepté par Ghislain Samson, éditeur invité.
Rights and permissions
About this article
Cite this article
Savard, A. Transition Between University Students to Teachers: Practice in the Middle. Can J Sci Math Techn 14, 359–370 (2014). https://doi.org/10.1080/14926156.2014.964882
Published:
Issue Date:
DOI: https://doi.org/10.1080/14926156.2014.964882