Learning outcome literacy: The case of five elementary mathematics teachers
Küçük Resim Yok
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Social Science Press
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th - 8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers' LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs. © 2018, Social Science Press.
Açıklama
Anahtar Kelimeler
Learning outcomes, Mathematics education, Planning teaching, Teacher competence, Teacher knowledge, Learning outcomes, Mathematics education, Planning teaching, Teacher competence, Teacher knowledge
Kaynak
Australian Journal of Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
43
Sayı
11
