Abstract
Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.
Highlights
In teaching, teachers are one of the most important elements for preparing the didactical environment and its proper functioning to construct knowledge
The documentational approach to didactics has taken into account a wide range of “resources” that can serve as a resource for teachers’ activities and supporting his/her engagement in teaching
This study aims to determine whether teacher candidates reflect critical thinking dispositions on their schematic representation of the resource systems
Summary
Teachers are one of the most important elements for preparing the didactical environment and its proper functioning to construct knowledge. Are resources, in a sense attributed to this term by Adler (2000): which resource the activity and professional development of teachers Conscious of this view, the documentational approach to didactics has taken into account a wide range of “resources” that can serve as a resource for teachers’ activities (textbooks, digital resources, e-mails, exchanges with colleagues, students’ sheets etc.) and supporting his/her engagement in teaching. The documentational approach to didactics has taken into account a wide range of “resources” that can serve as a resource for teachers’ activities (textbooks, digital resources, e-mails, exchanges with colleagues, students’ sheets etc.) and supporting his/her engagement in teaching It is in this perspective that it seems important to refer to the documentational approach. The DAD proposes a paradigm shift by analyzing teachers’ work from the perspective of “resources” for teaching (Trouche, Gueudet, & Pepin, 2018)
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