Investigating preservice mathematics teachers’pedagogical content knowledge through microteaching

• Kula Ünver, Semiha ^[1] ; Özgür, Zekiye ^[1] ; Bukova Güzel, Esra ^[1]
  1. [1] Dokuz Eylül University

     Dokuz Eylül University

     Turquía

     
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 9, Nº. 1, 2020, págs. 62-87
• Idioma: inglés
• DOI: 10.17583/redimat.2020.3353
• Títulos paralelos:
  • Investigando conocimiento pedagógico de los maestros en formación a través de microlecciones
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El propósito de este estudio fue investigar cómo el conocimiento del contenido pedagógico de los maestros de matemáticas en formación se reflejó en sus microlecciones. Veinte maestros de matemáticas de secundaria de pregrado participaron en el estudio. Los participantes formaron grupos de dos, tres o cuatro personas de acuerdo con su elección, lo que dio como resultado seis grupos en total. Cada grupo diseñó y condujo una microlección sobre un tema de su elección. Las cintas de video de las microlecciones de los grupos y sus unidades didácticas constituyeron el conjunto de datos para el estudio. Analizamos los datos por los componentes del marco de conocimiento de contenido pedagógico esbozado por varios investigadores. Descubrimos que los profesores de matemáticas en formación en general conocían las diferentes estrategias de instrucción y el plan de estudios sobre el tema de su microlección, pero el conocimiento que tenían de sus alumnos era relativamente pobre. Se discuten implicaciones para la formación docente.

  • English

    The purpose of this study was to investigate how pre-service mathematics teachers’ pedagogical content knowledge was reflected in their microteaching. Twenty preservice secondary mathematics teachers participated in the study. The participants formed groups of two, three or four people of their choice, resulting in six groups in total. Each group designed and conducted a microteaching on a topic of their choice. The videotapes of the groups’ microteaching and their lesson plans constituted the data set for the study. We analyzed the data per the components of the pedagogical content knowledge framework outlined by various researchers. We found that the preservice mathematics teachers in general were knowledgeable about different instructional strategies and the curriculum about the topic of their microteaching, but their knowledge of learners was relatively poor. Implications for teacher education are discussed.

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