Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

Autor/in	Jao, Limin
Titel	Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 5, S.895-914 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9719-9
Schlagwörter	Preservice Teachers; Mathematics Instruction; Mathematics Teachers; Student Attitudes; Methods Courses; Teacher Education Programs; Beliefs; Attitude Change; Elementary School Students; Secondary School Students; Elementary School Mathematics; Secondary School Mathematics; Foreign Countries; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Qualitative Research; Surveys; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Methodisch-didaktische Anleitung; Belief; Glaube; Attitudinal change; Einstellungsänderung; Sekundarschüler; Elementare Mathematik; Schulmathematik; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Qualitative Forschung; Survey; Umfrage; Befragung; Kanada
Abstract	For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods course and how the course influenced these beliefs. Surveys were used to measure participants' mathematics beliefs, and results show that PSTs' beliefs moved to favor reform-based approaches. Qualitative data complemented the survey results, suggesting that experiencing new approaches and having the opportunity to apply them into practice are important to their development as mathematics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01