What Factors Support or Inhibit Secondary Mathematics Pre-Service Teachers' Implementation of Problem-Solving Tasks during Professional Experience?

Autor/inn/en	Little, Jake; Anderson, Judy
Titel	What Factors Support or Inhibit Secondary Mathematics Pre-Service Teachers' Implementation of Problem-Solving Tasks during Professional Experience?
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 5, S.504-521 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1115822
Schlagwörter	Preservice Teacher Education; Questionnaires; Interviews; Qualitative Research; Barriers; Problem Solving; Preservice Teachers; Cooperating Teachers; Observation; Teaching Methods; Foreign Countries; Mathematics Instruction; Secondary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Interviewing; Interviewtechnik; Qualitative Forschung; Problemlösen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mathematics lessons; Mathematikunterricht; Australien
Abstract	There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers' implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students' ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers' implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01