A Typological Analysis: Understanding Pre-Service Teacher Beliefs and How They Are Transformed

Autor/in	Lloyd, Mary Elizabeth Riley
Titel	A Typological Analysis: Understanding Pre-Service Teacher Beliefs and How They Are Transformed
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 3, S.355-383 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1360526
Schlagwörter	Preservice Teachers; Beliefs; Student Attitudes; Mathematics Instruction; Preservice Teacher Education; Mixed Methods Research; Mathematical Concepts; Teacher Education Programs; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Belief; Glaube; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article describes the beliefs and their transformations of members of a cohort of early-childhood, elementary and middle-level pre-service teachers (PSTs) as they professionally develop. A typological analysis of both quantitative and qualitative data collected between August 2011 and May 2013 was utilized to categorize how 40 PSTs' beliefs transformed throughout their formal teacher preparation. Five typologies were identified, showing variation in how PST beliefs transform or remain static. Among the findings, strong support related to the development of innovative beliefs during coursework coupled with at least one transformative experience where innovation was observed 'working' in the field were sufficient for the transformation to innovative beliefs, despite potential constraints by supervisors, cooperating teachers and/or mandated curricula (Typology 3). Another finding revealed disguised growth toward innovation among those in Typology 5, who reported being innovative and having productive beliefs but described extremely traditional practices. Implications call for improved connections between mathematics methods professors and field supervisors, particularly during clinical internships when PSTs are no longer enrolled in methods courses, to enhance PSTs' productive struggle in their development of innovative beliefs (T3) and to increase opportunities for disconnects between innovative beliefs and traditional practices to be made explicit and negotiated (T5). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01