Middle School Mathematics Pre-Service Teacher's Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention

Autor/in	Norton, Stephen J.
Titel	Middle School Mathematics Pre-Service Teacher's Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 5, S.1-23, Artikel 1 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Self Efficacy; Mathematics Instruction; Preservice Teachers; Middle School Teachers; Pedagogical Content Knowledge; Student Attitudes; Memory; Preservice Teacher Education; Self Esteem; Foreign Countries; Mathematics Teachers; Teacher Certification; Intervention; Measures (Individuals); National Curriculum; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Schülerverhalten; Gedächtnis; Lehramtsstudiengang; Lehrerausbildung; Self-esteem; Selbstaufmerksamkeit; Ausland; Mathematics; Mathematik; Messdaten; Australien
Abstract	Prospective middle school pre-service teachers' knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years' mathematics, confidence, and self efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years' mathematics was very poor and this was accompanied by low levels of confidence and self efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the "genericism" of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service entry to such a mathematics curriculum course on the basis of proxy measures of mathematics knowledge, without which the teaching of the discipline becomes challenging. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01