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Designing vignette-based courses for teacher training
Abstract

Designing vignette-based courses for teacher training

Pedro Ivars, Ceneida Fernández, Salvador Llinares, Marita Friesen, Lulu Healy, Jens Krummenauer, Sebastian Kuntze, Libuse Samkova and Karen Skilling
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, Vol.1, pp.211-211
PME44 - 44th Conference of the International G
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

Representations of practice (so-called vignettes) understood as a depiction of a classroom situation (e.g. a transcription of students’ answers to an activity, or a cartoon showing a teacher-student interaction) promote pre-service teachers’ reflection and discussion of authentic classroom situations (Buchbinder, & Kuntze, 2018). Therefore, vignettes provide pre-service teachers with real-life contexts to analyse and interpret aspects of the teaching and learning of mathematics and with opportunities to relate theoretical ideas with examples from practice (Ivars, Fernández, Llinares, & Choy, 2018). One of the objectives in the coReflect@maths project, is the design of digital vignette-based courses for pre-service and in-service teachers. With a focus on developing pre-service primary school teachers’ competences, such as noticing students’ understanding or planning a lesson, the poster presents the structure and design principles of a vignette-based course related to fractions. Particularly, the course consists of four vignettes where pre-service teachers have to reflect on classroom-situations (answering some guiding questions) using a theoretical document with information regarding the teaching and learning of fractions. Furthermore, the poster displays one of the vignettes as an example, inviting the audience via QR code to exchange responses with the authors.

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