A speech protocol analysis of elementary school math teachers based on the model of PCK

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  • 算数の授業観察時の発話プロトコル分析をとおした教師のPCKの検討
  • サンスウ ノ ジュギョウ カンサツジ ノ ハツワ プロトコル ブンセキ オ トオシタ キョウシ ノ PCK ノ ケントウ

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The purpose of this study is to investigate the relationship between the years of teaching experience and the characteristics of elementary school math teachers’ PCK. Participants of this study were elementary school math teachers, graduate school students, and college students. They were interviewed while watching a video clip of a math class in progress. The major findings were as follows. The beginners tended to focus on the superficial task of teaching, while mid-career teachers tried to understand the intent of the teacher in connection with the remarks of the children. These more experienced teachers reacted to the video as if they were teaching in the classroom suggesting that they constructed a dynamic situation model, which allowed them to speak out before and after the classroom task.

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