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Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting

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Scripting Approaches in Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

This chapter discusses the application of a scripting tool in teacher education and how scripting can support preservice teacher learning. Two preservice teachers participated in an intervention using a media-based scripting tool. The study examined changes in the preservice teachers’ scripting. Findings indicate that common characteristics can be clustered, and we attempted to organize those clusters into a set of scripting trajectories. We argue that preservice teachers can develop skills for generating dynamic classroom discourse into their scripts through a cycle of feedback and revision with scripting exercises, and that there is a strong need for curricula in teacher preparation programs reflecting appropriate learning pathways at the preservice teacher level to support preservice teachers’ development of effective discursive skills.

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Acknowledgment

This work was funded in part by NSF Grant DRL- 1316241 to D. Chazan and P. Herbst, while the first author was a LessonSketch Research and Development Fellow. All opinions are those of the author and do not necessarily represent the views of the PIs of the grant or of the National Science Foundation.

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Authors and Affiliations

  1. University of New Mexico, Albuquerque, NM, USA

    Woong Lim & Deborah Roberts-Harris

  2. Hongik University, Seoul, South Korea

    Hee-Jeong Kim

Authors
  1. Woong Lim
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  2. Deborah Roberts-Harris
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  3. Hee-Jeong Kim
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Correspondence to Woong Lim .

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Editors and Affiliations

  1. Simon Fraser University, Burnaby, British Columbia, Canada

    Rina Zazkis

  2. University of Michigan, Ann Arbor, Michigan, USA

    Patricio Herbst

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Lim, W., Roberts-Harris, D., Kim, HJ. (2018). Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting. In: Zazkis, R., Herbst, P. (eds) Scripting Approaches in Mathematics Education . Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-62692-5_14

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  • DOI: https://doi.org/10.1007/978-3-319-62692-5_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62691-8

  • Online ISBN: 978-3-319-62692-5

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