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dc.contributor.authorTaylan, Didem Rukiye
dc.contributor.authorTunç, Pekkan Zelha
dc.contributor.authorAydın, Utkun
dc.contributor.authorBirgili, Bengi
dc.date.accessioned2022-03-02T12:58:12Z
dc.date.available2022-03-02T12:58:12Z
dc.date.issued2022en_US
dc.identifier.citationTaylan, R. D., Tunç-Pekkan, Z., Aydın, U., & Birgili, B. (2022). Teacher Educators in K-12 Classrooms: How to Nurture Professional Development and Research. Journal of Higher Education Theory & Practice, 22(1) pp 175-188.en_US
dc.identifier.issn2158-3595
dc.identifier.urihttps://doi.org/10.33423/jhetp.v22i1.4974
dc.identifier.urihttps://hdl.handle.net/20.500.11779/1749
dc.description.abstractFour mathematics teacher educators taught 5th grade mathematics for one year at a disadvantaged public school in a metropolitan city in Turkey. Teacher educators (TE) met every week for 10 months where they discussed what to teach, how to teach and reflected on implementation of their shared planning (Regular Meetings). In some meetings, there was a special focus on teaching and learning of fractions (Fraction Research Meetings). Videotapes of the first six Regular Meetings and six of the Fraction Research Meetings were analyzed. The focus of qualitative analyses was on how the pedagogical content knowledge (PCK) was constructed during meetings. References evidencing TEs' knowledge of students, instructional strategies and assessment were revealed more frequently during the Fraction Research Meetings compared to the Regular Meetings. Findings showed that TEs were more focused on what questions to ask in the classroom and shared their experiences about students' mathematical thinking more frequently. Framing planning and reflection discussions with a focus on conducting research was a productive way of nurturing professional development for TEs. Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.en_US
dc.language.isoengen_US
dc.publisherNorth American Business Pressen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematicsen_US
dc.subjectPedagogical content knowledgeen_US
dc.subjectProfessional developmenten_US
dc.subjectTeacher educatorsen_US
dc.subjectTeaching experienceen_US
dc.titleTeacher educators in k-12 classrooms: how to nurture professional development and researchen_US
dc.typearticleen_US
dc.relation.journalJournal of Higher Education Theory & Practiceen_US
dc.departmentEğitim Fakültesi, İlköğretim Matematik Öğretmenliği Bölümüen_US
dc.authoridRukiye Didem Taylan / 0000-0002-3851-5662en_US
dc.authoridZelha Pekkan Tunç / 0000-0001-7194-6088en_US
dc.authoridUtkun Aydın / 0000-0002-1380-5911en_US
dc.authoridBengi Birgili / 0000-0002-2990-6717en_US
dc.identifier.volume22en_US
dc.identifier.issue1en_US
dc.identifier.startpage175en_US
dc.identifier.endpage188en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.description.scopusid2-s2.0-85124909089en_US
dc.contributor.institutionauthorTaylan, Didem Rukiye
dc.contributor.institutionauthorTunç, Pekkan Zelha
dc.contributor.institutionauthorAydın, Utkun
dc.contributor.institutionauthorBirgili, Bengi
dc.identifier.doi10.33423/jhetp.v22i1.4974en_US
dc.description.PublishedMonthŞubaten_US
dc.identifier.scopusqualityQ4en_US


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