The Impact of the NCTM Standards on Pre-Service Teachers' Beliefs and Practices.

Autor/in	Frykholm, Jeffrey A.
Titel	The Impact of the NCTM Standards on Pre-Service Teachers' Beliefs and Practices.
Quelle	(1995), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperating Teachers; Educational Change; Educational Philosophy; Educational Practices; Higher Education; Mathematics Instruction; Mathematics Teachers; Preservice Teacher Education; Secondary Education; Secondary School Mathematics; Secondary School Teachers; Standards; Student Teacher Attitudes; Student Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Standard; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes a 2-year investigation of pre-service teachers in mathematics. Of particular interest is the degree to which the National Council of Teachers of Mathematics (NCTM) "Curriculum and Evaluation Standards for School Mathematics" (1988), the NCTM "Professional Standards for Teaching Mathematics" (1991), and other reform agendas impact preservice teacher' thinking and practice. The beliefs, perceptions, philosophies, and classroom actions of four cohorts of student teachers (n=44) were examined throughout this 2-year study. Of particular interest were the pressure student teachers felt to implement the "Standards" in their teaching, their perceptions of their own teaching with respect to the "Standards," the content of their lessons, and the impact of cooperating teachers on the development of student teachers. Data were collected through a variety of sources (classroom observations, lesson plans, interviews, seminar sessions, survey questionnaires, and informal conversations); they were organized and analyzed from an ethnographic perspective. Analysis of the data revealed general agreement among the student teachers in their regard for the "Standards." Although they appeared to affirm "Standards" goals and content, the student teachers almost uniformly suggested that they lack the tools to implement the "Standards" appropriately in the classroom. The consistency in the types and content of lessons observed appeared to validate this concern. An overwhelming majority of the lessons observed bore little or no resemblance to the values so highly espoused by the student teachers. Student teachers perceived pressure from the education program to include the standards in their practices, while feeling little pressure from cooperating teachers. They also pointed to cooperating teachers as the most significant influence on their teaching. (Contains 35 references.) (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC