Pre-Service Primary Teachers' Shame Experiences during Their Schooling Time: Characteristics and Effects on Their Subject-Choices at University

Autor/inn/en	JenBen, Lars; Möller, Regina; Eilerts, Katja; Roesken-Winter, Bettina
Titel	Pre-Service Primary Teachers' Shame Experiences during Their Schooling Time: Characteristics and Effects on Their Subject-Choices at University
Quelle	In: Educational Studies in Mathematics, 110 (2022) 3, S.435-455 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (JenBen, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10141-1
Schlagwörter	Preservice Teachers; Elementary School Teachers; Preservice Teacher Education; Psychological Patterns; Emotional Response; Mathematics; Prior Learning; Competition; Games; Decision Making + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Emotionales Verhalten; Mathematik; Vorkenntnisse; Wettkampf; Game; Spiel; Spiele; Decision-making; Entscheidungsfindung
Abstract	Emotions play an essential role in pre-service teachers' competence development, particularly in mathematics. However, the emotion of shame in mathematics has been largely neglected so far. This article deals with shameful experiences of pre-service primary school teachers during their mathematical education at school and the various effects of shame on their decision to study mathematics as a subject at university. The research consists of a qualitative and a quantitative study with 311 prospective primary school teachers who responded to a survey about their experiences of shame in mathematics at school when they were students. Results of the qualitative study emphasize the different experiences in mathematics during the school years and reveal the characteristics of these situations, for example, social exposure or competition games. In the quantitative study, pre-service primary teachers' subject choice was analyzed in relation to their experienced shame in mathematics at school. Results reveal that shame experienced at school has effects on the initial choice in favor of mathematics at university. Implications for primary teacher education are finally discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01