[[abstract]]ABSTRACT This interpretive research investigates how the student teachers learning pedagogical concept by the case of generic example for learning mathematics. The pedagogical concept of generic example, with four features: representative, expansibility, painless, and motivational, is one key point of mathematics teaching. A good generic example creates a familiar and concept-embedded situation, which is helpful in concept formation and sense making.features of generic example, . A group of 4 student teachers was formed and researched by ethnographic approach. The learning process, dialogue between members in this group, commention on the teaching narrations, and pedagogical practice in the educating-lessons, were recorded and analyzed during the teacher education program in the university and the data were interpreted on the theoretical base of internalization of abstract concept in the social context(Vygosky,1934). The main findings are: 1.The feature of generic example was aware of because of the cognitive impact on student teachers’ spontaneous conceptions of teaching mathematics which was inspired by the critical and reflective tension in the education class. 2.The student teachers internalized the aware features because they recognized that the features are advantageous to teaching mathematics. 3.The “guidance of practical thinking” is an effective strategy for practical mentoring. 4.The learning and developing of the pedagogical concept of generic example is a process of social internalization. According to these findings, this research proposed an learning model of learning pedagogical concept.
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