ASSESSING PROFESSIONAL GROWTH OF PRE-SERVICE TEACHERS USING COMPARISON BETWEEN THEORETICAL.pdf

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ASSESSING PROFESSIONAL GROWTH OF PRE-SERVICE TEACHERS USING COMPARISON BETWEEN THEORETICAL.pdf

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ASSESSING PROFESSIONAL GROWTH OF PRE-SERVICE TEACHERS USING COMPARISON BETWEEN THEORETICAL

2005. In Chick, H. L. Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 233-240. Melbourne: PME. 3- 233 ASSESSING PROFESSIONAL GROWTH OF PRE-SERVICE TEACHERS USING COMPARISON BETWEEN THEORETICAL AND PRACTICAL IMAGE OF THE GOOD TEACHER Ilana Lavy Atara Shriki Emek Yezreel Academic College Oranim Academic College of Education The aim of the study was to assess the professional growth of third year pre-service mathematics teachers (PST) during and after the implementation of a computerized project-based-learning (CPBL) approach into a didactical course. For this purpose we implemented an integrated tool - class discussion and portfolio. From the portfolios we could learn about the theoretical image of the good teacher as perceived by the PST and from the students presentations which were followed by class discussion, we learned about the practical image of the good teacher. In order to learn about the impact of the CPBL on the PSTs professional growth, we compared the resulting two images and received unexpected results. INTRODUCTION Following the NCTMs (2000) recommendations for integrating inquiry activities into the mathematics curriculum, we exposed our PST to innovative teaching methods and educational theories, hoping to support their professional growth. However, we had no indication whether this exposure did indeed contribute to their professional growth. Therefore, we looked for valid tools that would provide us with maximal information regarding each student’s gradual development and growth. Based on our diverse experience in assessing PST, we decided to use an integrated approach for assessing our PST professional growth: portfolio and classroom discussion. In the current paper we focus on the information gained from the portfolios and the class presentations, which were followed by class discussions. The comparison between the da