Understanding the impact of a problem solving course on pre-service teachers' beliefs.

Autor/in	Bernack, Carola
Titel	Understanding the impact of a problem solving course on pre-service teachers' beliefs.
Quelle	Aus: Rösken, Bettina (Hrsg.); Casper, Michael (Hrsg.): Current State of Research on Mathematical Beliefs XVII. Proceedings of the MAVI-17 Conference - September 17-20, 2011, Bochum, Germany. Bochum: Professional School of Education, Ruhr-Universität Bochum (2011) S. 23-32 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Befragung; Bildungsforschung; Problemlösen; Lehrer; Lehrerausbildung; Lehrerfortbildung; Mathematikunterricht; Fortbildungskurs; Wirkung; Forschungsprojekt; Deutschland
Abstract	There are a range of different programs which aim at changing pre-service- and in-service teachers' beliefs about mathematics and about mathematics teaching towards a process-orientation. Reflexive problem solving courses which involve journal writing are one possibility for reaching this goal. The research project 'Mathematics teachers as researchers' is looking into the effects of such a course. Interviews with participants were conducted in order to get a deeper insight into individual belief systems and their change and to reveal which role the different components such as problem solving and journal writing play in this change. (Author).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4