Identifikácia profesionálnej identity učiteľa
matematiky
Identification of Professional Identity of Mathematics Teacher
Abstract
In the article we describe metaphors as a diagnostic tool in mathematics teachers' education. We assume that methaphors can offer self-reflection in finding professional identity of teachers and provide insight into teacher´s beliefs to teaching. In presendted pilot study we focused on two research samples in-service and pre-service teachers. Based on the results of pilot study we discuss the andvantages and limitation of methaphors as a analytical tool for better understanding the mathematics teachers‘ role that is important in pre-service and in-service teacher education.
- Keywords
- Metaphors. Beliefs. Professional identity of mathematics teacher.
- Classification
- C-20, B-50
References
Identifikácia profesionálnej identity učiteľa matematiky
Dúbravová, V. (2014). Postoje v teórii a pedagogickej praxi. Kvalita alebo kvantita? Zisťovanie postojových zmien v globálnom vzdelávaní a multikultúrnej výchove, 24 -30. doi: http://nadaciamilanasimecku.sk/qoq/publikacia/NMS_K&K%20publikacia_komplet.pdf
Klimentová, L. (2015). Implementácia objavného vyučovania matematiky so zameraním sa na skúmanie postojov učiteľov. (Diplomová práca). Dostupné v Centrálnom registri záverečných prác.
Löfström, E., Poom K., a Hannula, M. (2011). Categorisation of Teacher Metaphors – Manual for Implementing the Beijaard, Verloop & Vermunt Teacher Knowledge Base Model. Manual for NorBa Project.
Löfström, L., Hannula, M. S. Valickis, K. P. 2010 The Cabbageworm in the classroom: Methaphors as Expressions of Students’ Beliefs abuout the Teacher Role. In Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 225-232. Belo Horizonte, Brazil: PME.
Oksanen, S., Hannula, M. (2012). Finish mathematics teachers´beliefs about their profession expressed through metaphors. Current state of research on mathematical beliefs XVIII: Proceedings od the MAVI – 18 Conference, September 12 – 15, 2012, Helsinky, Finland, 315 - 326. doi:https://helda.helsinki.fi/bitstream/handle/10138/42720/MAVI_18_ proceedings.pdf?sequence=2
Rovňanová, L. (2015). Učebné štýly žiakov a vyučovacie štýly učiteľov. Bratislava: MPC.
Šunderlík, J., Rybanský, L., (2015) Developing and Piloting an Instrument for measuring upper Secondary Mathematics teachers beliefs in Nitra Region. Acta matematica Nitriensia, Vol. 1, No. 1, p. 128 – 134. Šunderlík, J., Čeretková, S. (2012) Identification of learning situations during prospective teachers’ student teaching in two countries. P. 5612 - 5619
Turek, I. (2008). Didaktika. Bratislava: Iura Edition.
Dúbravová, V. (2014). Postoje v teórii a pedagogickej praxi. Kvalita alebo kvantita? Zisťovanie postojových zmien v globálnom vzdelávaní a multikultúrnej výchove, 24 -30. doi: http://nadaciamilanasimecku.sk/qoq/publikacia/NMS_K&K%20publikacia_komplet.pdf
Klimentová, L. (2015). Implementácia objavného vyučovania matematiky so zameraním sa na skúmanie postojov učiteľov. (Diplomová práca). Dostupné v Centrálnom registri záverečných prác.
Löfström, E., Poom K., a Hannula, M. (2011). Categorisation of Teacher Metaphors – Manual for Implementing the Beijaard, Verloop & Vermunt Teacher Knowledge Base Model. Manual for NorBa Project.
Löfström, L., Hannula, M. S. Valickis, K. P. 2010 The Cabbageworm in the classroom: Methaphors as Expressions of Students’ Beliefs abuout the Teacher Role. In Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 225-232. Belo Horizonte, Brazil: PME.
Oksanen, S., Hannula, M. (2012). Finish mathematics teachers´beliefs about their profession expressed through metaphors. Current state of research on mathematical beliefs XVIII: Proceedings od the MAVI – 18 Conference, September 12 – 15, 2012, Helsinky, Finland, 315 - 326. doi:https://helda.helsinki.fi/bitstream/handle/10138/42720/MAVI_18_ proceedings.pdf?sequence=2
Rovňanová, L. (2015). Učebné štýly žiakov a vyučovacie štýly učiteľov. Bratislava: MPC.
Šunderlík, J., Rybanský, L., (2015) Developing and Piloting an Instrument for measuring upper Secondary Mathematics teachers beliefs in Nitra Region. Acta matematica Nitriensia, Vol. 1, No. 1, p. 128 – 134. Šunderlík, J., Čeretková, S. (2012) Identification of learning situations during prospective teachers’ student teaching in two countries. P. 5612 - 5619
Turek, I. (2008). Didaktika. Bratislava: Iura Edition.