A Longitudinal Study of Effects of a Developmental Teacher Preparation Program on Elementary Prospective Teachers' Mathematics Beliefs

Autor/inn/en	Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.
Titel	A Longitudinal Study of Effects of a Developmental Teacher Preparation Program on Elementary Prospective Teachers' Mathematics Beliefs
Quelle	In: Journal of Mathematics Teacher Education, 12 (2009) 1, S.47-66 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-008-9092-x
Schlagwörter	Mathematics Education; Elementary School Teachers; Mathematics Instruction; Mathematics Anxiety; Preservice Teachers; Preservice Teacher Education; Developmental Programs; Longitudinal Studies; Program Effectiveness; Teaching Methods; Self Efficacy; Teacher Effectiveness; Pedagogical Content Knowledge; Field Experience Programs; Student Placement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Entwicklungsplan; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Praxisnahes Lernen; Schülerpraktikum
Abstract	The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics educators as to the outcomes of these programmatic features. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10