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1. Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices

   https://doi.org/10.1007/s10734-013-9678-9  

   Oleson, Amanda ; Hora, Matthew T. ( July 2014 , Higher Education)
2. A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

   https://doi.org/10.1187/cbe.21-04-0105  

   Bush, Seth ; Calloway, Ashley ; Bush, Emily ; Himelblau, Ed ( March 2022 , CBE—Life Sciences Education)

   Couch, Brian (Ed.)

   There is a national need to recruit more science teachers. Enhancing pathways to teaching for science, technology, engineering, and mathematics (STEM) majors could help to address this need. The Learn By Doing Lab is a course in which STEM undergraduates teach hands-on life science and physical science to local third- through eighth-grade schoolchildren visiting the campus. To measure the impacts of this teaching experience on the undergraduate participants, we administered a version of the Science Teaching Efficacy Belief Instrument-Preservice survey at the start and end of the course. Significant gains were observed in the students’ belief in their personal ability to effectively teach science (self-efficacy). Furthermore, qualitative and quantitative analysis of student reflections revealed that they perceived the Learn By Doing Lab experience to have helped them develop 21st-century competencies, particularly in the areas of collaboration, communication, and adaptability. Finally, the students’ overall awareness and positive perception of science teaching careers increased. This indicates that providing a low-barrier course-based teaching experience for STEM undergraduates is a promising strategy to help recruit pre-service teachers, and a step toward alleviating the national STEM teacher shortage. 

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3. Using a Simulated Teaching Environment to Improve Teaching Effectiveness as Measured by Core Teaching Standards

   Knezek, G. ; Christensen, R. ( April 2023 , Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E. (Ed.)

   Twenty-seven teachers and teacher candidates completed two to five iterations of a simulated teaching module in simSchool, an online “flight simulator for teachers” environment. The system recorded instances of pedagogical practices as educators completed each trial. Analysis of data revealed that as a group, gains in addressing core teaching standards across simulated teaching trials where significantly (p < .05) improved, when judged by changes in aggregate scores from first trial to last. Further analysis indicated that three trials are good, but five trials are better for maximizing gains. Limitations of the study include the small sample size (n = 27). Replication with a larger group of participants is planned. 

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4. Some mathematicians’ perceived and envisioned instructional relationships in secondary teaching and teaching secondary teachers

   https://doi.org/10.1007/s10857-022-09567-y  

   Lai, Yvonne ; Ahrens, Sally ( January 2023 , Journal of Mathematics Teacher Education)
5. Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

   https://doi.org/10.3390/educsci12020133  

   Rakes, Christopher R. ; Stites, Michele L. ; Ronau, Robert N. ; Bush, Sarah B. ; Fisher, Molly H. ; Safi, Farshid ; Desai, Siddhi ; Schmidt, Ashley ; Andreasen, Janet B. ; Saderholm, Jon ; et al ( February 2022 , Education Sciences)

   This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding. 

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