Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Many educators have suggested that teachers hold the authority, and thus the responsibility, for initiating the curricular and instructional changes made within their own classrooms (Stenhouse, 1983) One implication of this suggestion is that teachers be reflective about their practice. Yet, reflection is a difficult process that requires critical thought, self direction, and problem solving coupled with personal knowledge and self-awareness (Elliott, 1991). How then could I as a teacher educator help my students develop their skills at action research and systematic reflection as an integrated activity within their preservice teacher education program? This article describes a study that utilized the creation of a math unit including the use of handhelds for formative assessment,as a mechanism to guide the action research of individuals within an elementary preservice teacher cohort during their math methodology course and student teaching semester.
Redington Bennett, K. (2008). Formative Assessment in Elementary Mathematics: A Preservice Teacher Action Research Project. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 4525-4534). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 AACE