Enhancing algebraic teaching through imaginary dialogues: Exploring pre-service teachers’ instructional explanations
Yükleniyor...
Dosyalar
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
FACTEACHEREDUCATION
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
Effective instructional explanations are crucial for students’ learning, and teachers’ pedagogical content knowledge plays a significant role in enhancing the quality of these explanations. This study aimed to investigate how prospective teachers construct their instructional explanations to address common algebraic misconceptions, employing imaginary dialogues as a methodological tool. The study involved 28 pre-service teachers, whose instructional explanations were examined through semi-structured imaginary mathematical dialogues. Qualitative analysis revealed that while some pre-service teachers effectively connected student curiosity with content, many struggled to provide comprehensive explanations and adequately address students’ misconceptions and learning difficulties. This paper highlights the importance of aligning instructional explanations with students’ everyday experiences and the need for pre-service teachers to strengthen their specialized content knowledge. It also suggests integrating microteaching practices, such as developing and applying imaginary dialogues, in algebra teaching course to enhance instructional skills and encourage self-reflection.
Açıklama
Anahtar Kelimeler
Algebraic teaching, Imaginary dialogues, Instructional explanations, Pre-service teachers
Kaynak
Croatian Journal of Education
WoS Q Değeri
Q4
Scopus Q Değeri
Q4
Cilt
26
Sayı
4
