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Constructing vignettes to stimulate the professional knowledge of pre-service teachers
Abstract

Constructing vignettes to stimulate the professional knowledge of pre-service teachers

Karen Skilling, Marita Friesen, Sebastian Kuntze, Jens Krummenauer, Ceneida Fernández, Pere Ivars, Salvador Llinares, Libuse Samkova and Lulu Healy
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.229-229
PME44 - 44th Conference of the International Group for the Psychology of Mathematics Education, 44th (Khon Kaen, Thailand and Online, 19/07/2021–22/07/2021)
2021

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Abstract

Vignette activities are valuable ways to prompt critical examination and personal reflection of pre-service teachers as they develop their professional knowledge. Well-crafted vignettes (in text, cartoon, video formats) are important for two reasons. First, they succinctly represent fictitious ‘situations’ which are discernible by participants, allowing them to form interpretations of familiar experiences and provide opportunities for linking theoretical elements to practice via transformative experiences (Nind & Pepin, 2009). In addition, purposefully designed vignettes provide credible research methods for eliciting value laden constructs and are therefore effective for identifying and challenging the beliefs of preservice teachers in mathematics education courses. Designing and constructing vignettes according to a vignette framework, such as that developed by Skilling & Stylianides (2019), connects underlying theories to the vignette narrative, providing credibility of this method for research purposes. The poster portrays how two image/text vignettes are used in teacher training courses in mathematics education and outlines their contribution to the coReflect@maths project. A QR code is included for exchanging responses with the authors.

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