Topic:

Research on the Evaluation of Professional Competency Development of Mathematics Student Teachers?

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Background:

The current evaluation of domestic education practicum is an “evaluation” without “value”; The teacher professionalization requires the practical teaching of pre-service teachers to shift from focusing on skills to focusing on competency; The pre-service teacher education does not recognize that the education practicum can and should deliberately promote the practical knowledge development of student teachers. These are the three backgrounds of this research. ??

What:

Accordingly, the purpose of this research? is? to? develop? the? evaluation? tools? of? professional? competency? for? mathematics? student teachers, and to explore the evaluation methods of development orientation for teaching practicum. ?

There are three research questions: How to evaluate the professional competency of mathematics student teachers? How to evaluate the professional competency development of mathematics student teachers? How to use evaluation to promote the professional competency development of mathematics student? teachers?? ?

They? determine? that? this? research? is? based? on? the? “Zone? of? Promoted Action”, developmental evaluation and reflective practice. ?

This? research? deconstructs? teachers’? professional? competency? into? professional? knowledge, professional behaviors and a support system consisting of beliefs and attitudes, simply expressed by “specialized knowledge”, “practical competence” and “insistent willingness” respectively. ?

Therefore, the professional competency of mathematics student teachers which is evaluated and is to be promoted with evaluation is a competency system that takes into account the “specialized knowledge”, “practical competence” and “insistent willingness”.

Guided by the methodology of design research, this research focuses on two main elements of conceptual? framework? of? practicum? evaluation:? evaluation? tools? and? evaluation? methods,? and experiences three stages of their development, trial and revision. In the end, it “produces” the self-created evaluation tools and methods. ?

During the development stage of evaluation tools and methods, this research adopts the approach ?of grounded theory and the methods of interview and literature, constructs an evaluation framework ?of professional competency of mathematics student teachers, which includes three items: classroom ?observation and assessment, lesson planning and classroom teaching, then separates out the evaluation detailed catalogues for each item. ?

During the trial stage of evaluation tools and methods, this research adopts the approach of case ?study and the methods of interview, literature and analysis of student teachers’ written documents, ?designs? the? intervention? measure? of? “feedback? plus? reminding”,? the? periodic? evaluation? report? of ?“Sudoku”? form? and? the? overall? evaluation? report? with? codes? of? evaluation? detailed? catalogues, ?expounds and analyzes the trial results in the form of examples, presents the preliminary solutions for ?three research questions and a complete case of evaluation and intervention.

?During the revision stage of evaluation tools and methods, this research adopts the approach of ?evaluation? research? and? the? methods? of? self-report? and? “monological? date? collection”,? revises? the ?interview time, the outline of interviews, the evaluation detailed catalogues of “l(fā)esson planning” and ?the intervention measure, then gains the revised evaluation procedures of professional competency, ?professional competency development, and promoting the professional competency development of ?mathematics? student? teachers.?

These? are? the? corresponding? evaluation? methods.? And,? the? used ?evaluation? framework,? the ?revised? evaluation? detailed? catalogues? and? interview? plans,? the? preset ?alternative results, periodic and overall evaluation report, constitute the evaluation tools of professional ?competency,? professional? competency? development,? and? promoting? the? professional? competency ?development of mathematics student teachers.

In combination with the evaluation tools and methods, ?the solutions of three research questions are obtained. ?Finally, based on a complete process of design research and what the researcher saw and heard as ?an outsider, this research brings about some enlightenments for three aspects of practicum evaluation, ?practicum guidance and practicum assurance. ?

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參考資料來源：陸珺? 實(shí)習(xí)數(shù)學(xué)教師專業(yè)素養(yǎng)的發(fā)展性評(píng)價(jià)研究