Facilitating growth in prospective teachers’ knowledge : teaching geometry in primary schools
This paper reports on a study that focused on growth of understanding about teaching geometry by a group of prospective teachers engaged in lesson plan study within a computer-supported collaborative learning (CSCL) environment. Participation in the activity was found to facilitate considerable growth in the participants’ pedagogical-content knowledge (PCK). Factors that influenced growth in PCK included the nature of the lesson planning task, the cognitive scaffolds inserted into the CSCL virtual space, the meta-language scaffolds provided to the participants, and the provision of both private and public discourse spaces. The paper concludes with recommendations for enhancing effective knowledge-building discourse about mathematics PCK within prospective teacher education CSCL environments.
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|Item Type:||Journal Article|
|Additional Information:||Springer Online First publication|
|Keywords:||Teacher education, Pedagogical content knowledge, Computer supported collaborative learning, Mathematics education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Springer|
|Copyright Statement:||The original publication is available at SpringerLink http://www.springerlink.com|
|Deposited On:||10 May 2012 22:06|
|Last Modified:||27 Oct 2014 05:00|
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