The Beliefs of 'Tomorrow's Teachers' about Mathematics: Precipitating Change in Beliefs as a Result of Participation in an Initial Teacher Education Programme

Autor/inn/en	Leavy, Aisling; Hourigan, Mairead
Titel	The Beliefs of 'Tomorrow's Teachers' about Mathematics: Precipitating Change in Beliefs as a Result of Participation in an Initial Teacher Education Programme
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 5, S.759-777 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leavy, Aisling) ORCID (Hourigan, Mairead)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1418916
Schlagwörter	Mathematics Instruction; Teacher Education Programs; Elementary School Teachers; Preservice Teachers; Student Attitudes; Beliefs; Value Judgment; Attitude Measures; Foreign Countries; Attitude Change; Student Surveys; Pretests Posttests; Learning Modules; Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Belief; Glaube; Werturteil; Ausland; Attitudinal change; Einstellungsänderung; Schülerbefragung; Learning module; Lernmodul; Statistische Analyse; Irland
Abstract	Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics.' This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01