Relationship Between Preservice Teachers' Micro-Teaching and Actual Teaching of Word Problems

• In Event: 31.053 - Preservice Teachers' Understanding of Teaching

Abstract

Micro-teaching, widely used in teacher education program, is assumed to be effective in
helping pre-service teachers bridge what they learned in their program courses and what they do
in practicum classrooms. Yet, this assumption has not been carefully examined empirically. This
study examines this assumption drawing on the videotaped micro-teaching after a mathematics
methods course module and actual videotaped lessons in practicum classrooms on word problem
solving from 121 preservice teachers. It found that there are significant positive relationships
between content and pedagogical content characteristics of participants’ microteaching and
actual lessons on word problem solving.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University