Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers' Development of Beliefs and Classroom Practice through Case Study Analysis

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Autor/in	Harrison, Jennifer Lynn
Titel	Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers' Development of Beliefs and Classroom Practice through Case Study Analysis
Quelle	(2012), (440 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-9976-9
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Students; Mathematics Teachers; Mathematics Instruction; Teacher Education Programs; Constructivism (Learning); Teaching Methods; Preservice Teachers; Likert Scales; Qualitative Research; Feedback (Response); Placement; Student Teacher Attitudes; Interviews; Lesson Plans; Thinking Skills; Correlation; Case Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Qualitative Forschung; Betriebspraktikum; Praktikum; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Denkfähigkeit; Korrelation; Case study; Fallstudie; Case Study; Statistische Analyse
Abstract	Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development, and the lack of demonstrated mathematics classroom practice supported by current constructivist reform perspectives referred to as "learner-responsive pedagogy" in this dissertation. The purpose of this research was to both explicitly impact and explore the process of the development of beliefs and classroom practice for a small group of PSMTs through a Teacher Development Experiment (TDE) methodology. Using the TDE methodology as a guide, the objective of the researcher was to purposefully work to help PSMTs develop beliefs and classroom practice aligning with learner-responsive perspectives. Eight PSMTs in a 5-quarter graduate teacher education program at a large Midwestern university participated in this research. The researcher acted as an instructor for the PSMTs' first mathematics methods course and as their university supervisor throughout all field placement experiences in the teacher education program. Guided by literature supporting methods for impacting belief development and teacher learning through a focus on student thinking, the supervisor provided support to increase opportunities for PSMTs to develop beliefs and classroom practice aligning with learner-responsive approaches. Extensive qualitative data were collected throughout the PSMTs' mathematics methods course and field placement experiences. These data include: reflective writings from readings, field placement observations, and field placement teaching experiences; field notes from observations of PSMTs' classroom practice; transcribed discussions before and after classroom practice observations; transcribed discussions from small group discussions; feedback provided by the researcher on lesson plans and reflective writing; and responses to a final interview. Quantitative data in the form of a Likert-survey for beliefs related to teaching and learning in mathematics were analyzed along with qualitative data to develop case studies of development of beliefs and classroom practice for three of the eight PSMTs. Through analysis of individual PSMT learning in each case as well as a cross case analysis, factors influencing PSMT development of beliefs and classroom practice aligning with learner-responsive perspectives were found. The cases supported the influence of enactive mastery experiences, over vicarious experiences or verbal persuasion, on PSMTs beliefs and classroom practice. Differences in enactive mastery experiences for teacher-centered or learner-responsive perspectives resulted in a demonstration of differing belief development. The cases also demonstrated a relationship between PSMTs' ability to elicit, attend to, interpret, and decide how to use student thinking in their instruction and their development of beliefs and classroom practice. Findings from this research suggest the importance of explicit consistent supervisor and university support for specific types of experiences for PSMTs to influence the development of their beliefs and classroom practice to align with learner-responsive pedagogy. This supports the importance of an explicit focus on consistent teacher models and support for learner-responsive perspectives and practice in teacher education programs as well as further research on developing research-based models of student learning of secondary mathematics concepts to help PSMTs focus more deeply on student thinking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10