Planning considerations stated in intended learning outcomes for primary teacher education in Sweden
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| Název: | Planning considerations stated in intended learning outcomes for primary teacher education in Sweden |
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| Autoři: | Jones, Malin |
| Zdroj: | Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). |
| Témata: | Mathematics teacher education, planning, praxeologies, intended learning outcomes |
| Popis: | Intended learning outcomes (ILOs) in mathematics pedagogy courses describe the competencies preservice teachers must demonstrate to pass the course. This study uses the notion of praxeology from the Anthropological Theory of Didactic (ATD) to analyse ILOs concerning “planning for mathematics teaching” in Swedish teacher education syllabi. The results showed that the tasks (T) of planning varied in what preservice teachers had to consider in their planning, with the national curriculum being most prevalent, followed by utilising theoretical perspectives, and considering the learners. Few ILOs clarified techniques (τ) to use for planning. Eleven out of 19 universities requiredpreservice teachers to provide justification for their plans. Some ILOs put additional restrictions on the preservice teachers, such as using a particular teaching approach. The results suggest that mathematics teacher education courses operate with somewhat different praxeological equipment |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:du-51715 https://hal.science/hal-05334677v1 |
| Databáze: | SwePub |
Nájsť tento článok vo Web of Science | Abstrakt: | Intended learning outcomes (ILOs) in mathematics pedagogy courses describe the competencies preservice teachers must demonstrate to pass the course. This study uses the notion of praxeology from the Anthropological Theory of Didactic (ATD) to analyse ILOs concerning “planning for mathematics teaching” in Swedish teacher education syllabi. The results showed that the tasks (T) of planning varied in what preservice teachers had to consider in their planning, with the national curriculum being most prevalent, followed by utilising theoretical perspectives, and considering the learners. Few ILOs clarified techniques (τ) to use for planning. Eleven out of 19 universities requiredpreservice teachers to provide justification for their plans. Some ILOs put additional restrictions on the preservice teachers, such as using a particular teaching approach. The results suggest that mathematics teacher education courses operate with somewhat different praxeological equipment |
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