Using the Q‑method to capture mathematical beliefs.

Inhalt

Autor/Urheber	Tobias Jaschke
Institution	SpringerOpen
Titel	Using the Q‑method to capture mathematical beliefs.
Quelle	In: doi:10.1007/s40955-017-0102-4; 2364-0014; 2364-0022; Zeitschrift für Weiterbildungsforschung - Report, Vol 40, Iss 3, Pp 261-274 (2017)(2017) PDF als Volltext kostenfreie Datei
Sprache	deutsch; englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1007/s40955-017-0102-4
Schlagwörter	Beliefs; Professional development for educators; Q-methodology; Evaluation; Efficacy; Special aspects of education
Abstract	Abstract The so-called Q‑sorting operation is an unknown research method, hardly known as a pedagogically-oriented research method, typically used to compile complex responses and attitudes from a subjective perspective. The following article examines the question whether the Q‑sorting methodology might also be implemented as a practical collection instrument to evaluate teacher beliefs in the context of professional development for educators. In particular, it will be examined whether an index formation can grasp a possible change in the relation between transmissive and a constructivist orientation of math educators could. The results suggest it worthwhile to continue to keep the Q‑sorting methodology in place as an economic and motivating way to collect educators' beliefs.
Erfasst von	BASE - Bielefeld Academic Search Engine