Windows of Opportunity: Preservice Teachers’ Perceptions of Technology-Based Alternatives to Field Experiences
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Author
JCMST Volume 17, Number 1, 1998 ISSN 0731-9258
Abstract
This study investigates preservice teachers' perceptions of the impact of non-field experiences in shaping their vision of mathematics teaching. Preservice teachers were engaged in a number of technology-based activities. These activities included the use of calculators and other manipulatives in teaching mathematics, the viewing of videotaped examples of effective practice, and investigations into LOGO and the World Wide Web. The participants completed entry and exit questionnaires regarding their role in teaching mathematics, their students' role in learning mathematics, their mathematical assessment, and their perceptions of the lack of a field experience requirement. Videotaped examples contributed to the preservice teachers' conceptualization of mathematics teaching. Although the participants did have an opportunity to test course activities in the elementary school classroom, many of the respondents associated the lack of a required field experience with a lack of opportunity. ...many of the cooperating teachers will give you a chance to teach various subjects. If you show the initiative you can get a chance to teach other subjects. Sarah I felt the field was lacking because no one was forcing us to teach math. Sometimes it's better to be required to teach, then you're guaranteed some experience. Fran
Citation
Atkins, S.L. (1998). Windows of Opportunity: Preservice Teachers’ Perceptions of Technology-Based Alternatives to Field Experiences. Journal of Computers in Mathematics and Science Teaching, 17(1), 95-105. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/p/8896.
© 1998 AACE