From Teacher of Nations to Teacher of Mathematics
Abstract
:1. Introduction
2. Historical Background
2.1. Comenius as the Founder of Czech Educational Traditions
2.2. Beginnings and Development of Basic Research and Establishment of the Didactics of Mathematics in Czechoslovakia
2.3. Support for Mathematics Education from “Pure” Mathematics
2.4. Teachers and Reconstruction of Mathematics Education
3. Data and Methods
4. Theoretical Background
4.1. Knowledge of Content and Pedagogical Content Knowledge
4.2. Teachers’ Competences
- (a)
- Competence related to pupils (namely creating conditions for the development of pupils’ abilities and skills by designing procedures for an effective pedagogical intervention, etc.).
- (b)
- Subject-didactic competence encompassing mastery of the scientific basis of teaching a subject and didactic creativity (i.e., the ability to keep the subject matter up to date in its cognitive, motivational and social significance).
- (c)
- Pedagogical-organizational competence aimed at creating an effective educational environment, together with a supportive and stimulating climate.
- (d)
- Competence in qualified pedagogical (self-)reflection with an emphasis on the analysis of the teacher’s own thinking and dealing with pupils in a way that is suited to their ability (abbreviated text from [2], pp. 38–39, our translation).
5. Six Strands of Research on Teacher Education in the Czech Republic
5.1. Developing Teachers’ Pedagogical Content Knowledge via Lesson Study
5.1.1. Data and Methods
5.1.2. Selected Results
5.2. Joint Reflection in Primary School Teachers’ Professional Development
5.2.1. Data and Methods
5.2.2. Selected Results
- -
- Self-confidence concerning the content and methods of mathematics teaching at the beginning of their research program;
- -
- Uncertainty about their competences, which originated after several discussions;
- -
- Ambition to change their practice, to improve subject-didactic competences and to better understand pupils’ cognition of mathematics.
5.3. Professional Vision of Pre-Service Teachers
5.3.1. Measuring Noticing Skills
5.3.2. Developing Noticing and Reasoning Skills via Video-Interventions
5.4. Culture of Problem Solving and Teachers’ Growth
5.4.1. Data and Methods
5.4.2. Selected Results
5.5. Supporting Subject-Didactic Competence Through Problem Posing
5.5.1. Data and Methods
- (a)
- (b)
- Solvable by a given calculation (namely, “Pose a task (several tasks) that can be solved by calculation: 1/4 × 2/3”) [25].
5.5.2. Selected Results
5.6. Teachers’ Competences for Content and Language Integrated Learning (CLIL) and for Culturally Responsive Teaching
5.6.1. Pre-Service CLIL Teachers’ Skills with a Focus on Lesson Planning Skills
5.6.2. Mathematics Teacher Education for Teaching in Culturally and Linguistically Heterogeneous Classes
6. Discussion and Conclusions
6.1. Professional Vision and Related Concepts
6.2. Professional Knowledge and Professional Action (Problem Solving and Problem Posing)
6.3. Methodological Issues
6.4. Implications and Follow-Up Research Work
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Ref. | Author(s) | Research Aim (Strands of Research in Bold) | Research Design (Qualitative, Quantitative, Mixed; Sample) |
---|---|---|---|
[11] | Vondrová | Creating a learning community influencing the participating ISTs via lesson study and video-based tasks | Quali (13 ISTs) |
[12] | Vondrová, Cachová, Coufalová, and Krátká | ISTs’ perception of their participation in a lesson study cycle and changes in their noticing mathematics-specific phenomena in a lesson and their interpretation | Mixed (13 ISTs) |
[13] | Vondrová, Novotná, M., Pavlasová, Robová, Stará, and Uličná | The effect of the lesson study cycle and video-based course on PSTs’ professional vision | Mixed (60 PSTs, not only of mathematics) |
[14] | Simpson and Vondrová | A difference in PSTs’ professional vision when viewing their own videos or public videos and differences between disciplines | Quanti (51 PSTs, not only of mathematics) |
[15] | Stehlíková (Vondrová) | PSTs’ and ISTs ability to notice in videoed teaching events and differences in their interpretations | Mixed (119 PSTs and ISTs) |
[16] | Simpson, Vondrová, and Žalská | Development of PSTs’ professional vision due to their teaching experience or a video-club | Quanti (82, resp. 32 PSTs) |
[17] | Tichá and Hošpesová | The development of ISTs’ competence to reflect | Quali (7 ISTs) |
[18] | Vondrová and Žalská | PSTs’ ability to notice mathematics-specific phenomena and to interpret them | Mixed (30 PSTs) |
[19] | Pavlasová, Stará, Vondrová, Novotná, Robová, and Uličná | The level of professional vision of PSTs at the beginning of their two years master’s studies | Quanti (211 PSTs, not only of mathematics) |
[20] | Vondrová and Žalská | PSTs’ ability to notice mathematics-specific phenomena in a mathematics lesson on video and the differences between PSTs at the beginning and end of their master’s study | Mixed (169 PSTs) |
[21] | Vondrová | The effect of a video-based intervention on PSTs’ knowledge-based reasoning as part of professional vision, the influence of the lesson observed | Mixed (32 PSTs) |
[22] | Eisenmann, Novotná, Přibyl, and Břehovský | ISTs’ problem solving and problem posing ability to serve the needs of a multi-cultural class | Mixed (62 pupils, 3 ISTs) |
[23] | Tichá and Hošpesová | PSTs’ problem posing as a diagnostic tool in the area of fraction | Quali (30 PSTs) |
[24] | Hošpesová and Tichá | PSTs’ ability to use their content knowledge in problem posing and their perception of the problems posed | Quali (30 PSTs) |
[25] | Tichá and Hošpesová | Problem posing as a possible method leading to the development of PSTs’ pedagogical content knowledge | Quali (35 PSTs) |
[26] | Novotná, Hadj-Moussová, and Hofmannová | PSTs’ professional competences to teach in CLIL (content and language integrated learning) | Quali (PSTs) |
[27] | Moraová and Novotná | PSTs’ subject-didactic competence to plan a lesson for a L2 (additional language) class | Mixed (16 PSTs) |
[28] | Moraová and Novotná | ISTs’ subject-didactic competence in adapting to teaching in culturally and linguistically heterogeneous classrooms | Quali (ISTs) |
[29] | Ulovec, Moraová, Favilli, Grevholm, Novotná, and Piccione | ISTs’ subject-didactic competence needed to teach in culturally and linguistically heterogeneous classrooms | Mixed (124 respondents) |
[30] | Moraová, Novotná, and Favilli | ISTs’ subject-didactic competence in designing teaching units to support immigrant pupils and pupils from different sociocultural backgrounds | Quali (ISTs) |
[31] | Hošpesová, Tichá, and Macháčková | The changes in reflections related to individual interests of the participants | Quali (2 researchers, 1 IST) |
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Hošpesová, A.; Novotná, J.; Vondrová, N.; Moraová, H.; Tichá, M. From Teacher of Nations to Teacher of Mathematics. Mathematics 2021, 9, 1583. https://doi.org/10.3390/math9141583
Hošpesová A, Novotná J, Vondrová N, Moraová H, Tichá M. From Teacher of Nations to Teacher of Mathematics. Mathematics. 2021; 9(14):1583. https://doi.org/10.3390/math9141583
Chicago/Turabian StyleHošpesová, Alena, Jarmila Novotná, Naďa Vondrová, Hana Moraová, and Marie Tichá. 2021. "From Teacher of Nations to Teacher of Mathematics" Mathematics 9, no. 14: 1583. https://doi.org/10.3390/math9141583
APA StyleHošpesová, A., Novotná, J., Vondrová, N., Moraová, H., & Tichá, M. (2021). From Teacher of Nations to Teacher of Mathematics. Mathematics, 9(14), 1583. https://doi.org/10.3390/math9141583