Pre-Service Mathematics Teachers' Belief Systems

Autor/inn/en	Haser, Cigdem; Dogan, Oguzhan
Titel	Pre-Service Mathematics Teachers' Belief Systems
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 3, S.261-274 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Teaching Methods; Beliefs; Teacher Educators; Mathematics Teachers; Preservice Teachers; Student Teacher Attitudes; Methods Courses; Foreign Countries; Middle School Teachers; Knowledge Base for Teaching; Teacher Student Relationship; Pedagogical Content Knowledge; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Türkei
Abstract	The influence of mathematics teacher education programme courses on pre-service teachers' mathematics teaching belief systems before their field experience was initially investigated through a Likert-type scale. The impact of a third year general teaching methodologies course was then investigated through the responses pre-service teachers provided in written tasks assigned at the beginning and the end of the year, based on Green's identification of belief systems (Green, T.F. 1971. "The activities of teaching." McGraw-Hill). The findings showed that pre-service teachers had formal and personal belief clusters which had similar beliefs in differing strengths. The cluster of beliefs about teacher knowledge was relatively distant. While formal beliefs did not change much, personal beliefs experienced considerable changes indicating a continuing belief-construction process. Investigating pre-service teachers' beliefs within their belief systems might help teacher educators to monitor the influence of programme experiences in order to provide them with essential student teaching opportunities. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10