Preservice Teachers' Content Knowledge and Microteaching Performance Related to Word Problems

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Measurement, Micro-Teaching, and Mathematics Education

Abstract

This study examined the relationship between pre-service elementary mathematics teachers’ content knowledge and their microteaching related to word problems. Using pre-service teachers’ posttests scores and their microteaching performance as a base, results found that most pre-service teachers’ content knowledge from posttests were not closely related to their microteaching performance. This suggests that pre-service teachers were not able to transfer their implicit knowledge into their teaching practices. Implications are that teacher education programs and methods course instructors may need to increase attention to pre-service teachers implicit knowledge to teaching practice transfer.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University