Shifting Preservice Teachers' Beliefs and Understandings to Support Pedagogical Change in Mathematics

Autor/inn/en	Letwinsky, Karim Medico; Cavender, Monica
Titel	Shifting Preservice Teachers' Beliefs and Understandings to Support Pedagogical Change in Mathematics
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 1, S.106-120 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Beliefs; Student Attitudes; Mathematics Instruction; Qualitative Research; Case Studies; Common Core State Standards; Teacher Education Programs; Preservice Teacher Education; Elementary School Mathematics; Mathematical Concepts; Mathematics Teachers; Undergraduate Students; Elementary School Teachers; Teaching Methods; Grounded Theory; Protocol Analysis + Suchen Sie Ihr Suchwort? Belief; Glaube; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Common core curriculum; Curriculum; Kerncurriculum; Lehramtsstudiengang; Lehrerausbildung; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs beliefs previously formed by personal elementary experiences. Results of the pre- and postcourse analysis demonstrate notable shifts in beliefs, understandings, and personal philosophies. A situated context and a social constructivist approach coupled with critical reflective exercises created an environment for PSTs to reflect upon and change their personal conceptual frameworks. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01