Scaffolding prospective mathematics teachers’ professional observation
Como citar: Hernández-Rodríguez, O. & Villafañe-Cepeda, W. (2022,junio 1-2). Scaffolding prospective mathematics teachers’ professional observation [Afiche]. 2022 Improving Undergraduate Education (IUSE) Summit, Washington, DC.
En este afiche reportamos cómo las actividades combinadas con las experiencias clínicas ayudan a fortalecer la observación profesional de los PMT. La observación profesional es la capacidad de describir, explicar y predecir las consecuencias de los movimientos de enseñanza.
- Describir es la capacidad de identificar, diferenciar y clasificar los componentes del proceso de enseñanza y aprendizaje;
- explicar es la capacidad de relacionar las observaciones del aula con conceptos didácticos específicos; y
- predecir es la capacidad de pronosticar las consecuencias de las actividades del aula con el aprendizaje de los alumnos (Blomberg et al., 2011; Seidel & Stürmer, 2014; Zaragoza, 2021).
Referencias
Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131-1140. https://oi:10.1016/j.tate.2011.04.008
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. Preparing teachers for a changing world: What teachers should learn and be able to do, 390-441.
Gleason, J., Livers, S. D., & Zelkowski, J. (2015). Mathematics classroom observation protocol for practices: Descriptors manual. http://jgleason.people.ua.edu/mcop2.html
González, G., Deal, T. D., & Skultety, L. (2016). Facilitating teacher learning when using different representations of practice. Journal of Teacher Education, 67(5), 447-466.
Grossman, P., Compton, C., Igra, D., Ronfeldt, E. Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.
Jackson, B., Rice, L., & Noblet, K. (2011). What do we see? Real time assessment of middle and secondary teachers’ pedagogical content knowledge. Proceedings for the 14th Annual Conference on Research in Undergraduate Mathematics Education (electronic). Vol 4. Pp. 103-108. PDF available at http://sigmaa.maa.org/rume/RUME_XIV_Proceedings_Volume_4.pdf
Kilpatrick, J., Swafford, J., & Findell, B. (Eds). (2001). Adding it Up: Helping Children Learn Mathematics. National Academy Press.
Matthews, M. E., Hlas, C. S., & & Finken, T. M. (2009). Using lesson study and four- column lesson planning with preservice teachers. Mathematics Teacher, 102(7), 504-508.
Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science & Mathematics, 102(6), 245-253.
Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 771-739.
Zaragoza, A., Seidel, T., & Hiebert, J. (2021). Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1996558