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Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture

Artigo2021

Randall E. Groth; Jennifer A. Bergner

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Resumo

Many teacher education models involve reflecting on teaching practice for the sake of improving it. Such reflection must be carefully structured to help practitioners identify and act upon significant opportunities for improvement (SOIs). Learning from SOIs requires the cognitive activities of noticing students' mathematical thinking and its connection to instructional practice, along with an affective disposition to view sub-optimal teaching practices as learning opportunities. We draw upon existing literature and theory related to the notion of developing positive error cultures to identify design principles for helping teachers learn from their own sub-optimal practices rather than becoming discouraged by them. The design principles include experience-based learning, low-stakes settings, collaboration, process reflection, and exploration of disagreements. We then describe a mathematics teacher education environment incorporating the design principles. Examples of pre-service teachers' work within the environment are analysed for possible patterns of learning from SOIs within a positive error culture. Based on these examples, a four-quadrant model to characterise teachers' learning from SOIs is proposed. The four quadrants describe various outcomes related to recognising and resolving SOIs.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2021
Idioma
en
Palavras-chave
Preservice Teachers; Preservice Teacher Education; Mathematics Instruction; Teaching Methods; Student Attitudes; Psychological Patterns; Instructional Design; Experiential Learning; Cooperation; Educational Environment; Models; Reflection; Educational Improvement
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
GROTH, Randall E.; BERGNER, Jennifer A.. Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture. Mathematics Teacher Education and Development, 2021. Disponível em: https://eric.ed.gov/?id=EJ1339853. Acesso em: 5 nov. 2026.

APA

Groth, R. E., & Bergner, J. A. (2021). Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1339853

BibTeX
@article{groth2021,
  author = {Groth, Randall E. and Bergner, Jennifer A.},
  title = {Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture},
  year = {2021},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1339853},
  language = {en}
}
RIS
TY  - JOUR
AU  - Groth, Randall E.
AU  - Bergner, Jennifer A.
TI  - Pre-Service Teachers' Learning from Significant Opportunities for Improvement in a Positive Error Culture
PY  - 2021
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1339853
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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