This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a) help learners see the mathematical work of teaching in lessons they observe, (b) allow candidates to explore tactical decision-making in teaching, and (c) support preservice teachers in rehearsing classroom interactions.
%0 Journal Article
%1 springerlink:10.1007/s11858-010-0290-5
%A Herbst, Patricio
%A Chazan, Daniel
%A Chen, Chia-Ling
%A Chieu, Vu-Minh
%A Weiss, Michael
%D 2011
%I Springer Berlin / Heidelberg
%J ZDM
%K LDG design education learning mathematics practice representation representations teaching
%P 91-103
%T Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
%U http://dx.doi.org/10.1007/s11858-010-0290-5
%V 43
%X This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a) help learners see the mathematical work of teaching in lessons they observe, (b) allow candidates to explore tactical decision-making in teaching, and (c) support preservice teachers in rehearsing classroom interactions.
@article{springerlink:10.1007/s11858-010-0290-5,
abstract = {This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a) help learners see the mathematical work of teaching in lessons they observe, (b) allow candidates to explore tactical decision-making in teaching, and (c) support preservice teachers in rehearsing classroom interactions.},
added-at = {2012-02-01T13:07:34.000+0100},
affiliation = {University of Michigan, Ann Arbor, MI USA},
author = {Herbst, Patricio and Chazan, Daniel and Chen, Chia-Ling and Chieu, Vu-Minh and Weiss, Michael},
biburl = {https://www.bibsonomy.org/bibtex/216d03a0e8ac507ce0f08605d713885f3/yish},
interhash = {403725d5fb50ba71407e2be1d3f20eb5},
intrahash = {16d03a0e8ac507ce0f08605d713885f3},
issn = {1863-9690},
issue = {1},
journal = {ZDM},
keyword = {Humanities, Social Sciences and Law},
keywords = {LDG design education learning mathematics practice representation representations teaching},
note = {10.1007/s11858-010-0290-5},
pages = {91-103},
publisher = {Springer Berlin / Heidelberg},
timestamp = {2012-02-01T13:07:34.000+0100},
title = {Using comics-based representations of teaching, and technology, to bring practice to teacher education courses},
url = {http://dx.doi.org/10.1007/s11858-010-0290-5},
volume = 43,
year = 2011
}