Developing Professionals: Preservice Teachers' Knowledge, Comfort, and Beliefs in Elementary Mathematics Education Family Engagement

Autor/inn/en	Remillard, Katherine S.; Moist, Marnie L.
Titel	Developing Professionals: Preservice Teachers' Knowledge, Comfort, and Beliefs in Elementary Mathematics Education Family Engagement
Quelle	In: School Community Journal, 32 (2022) 1, S.127-156 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Knowledge Level; Beliefs; Family Involvement; Elementary School Mathematics; Females; Mathematics Instruction; Parent Participation; Parent Teacher Cooperation; Workshops; Student Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Wissensbasis; Belief; Glaube; Elementare Mathematik; Schulmathematik; Weibliches Geschlecht; Mathematics lessons; Mathematikunterricht; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lernwerkstatt; Schulung; Schülerverhalten
Abstract	This article reports on the development of preservice teachers' knowledge, comfort, and beliefs about family engagement in elementary mathematics. Nine traditional undergraduate female participants, who were involved in the delivery of 21st century mathematics learning workshops for families, completed both a pre- and post-assessment consisting of an open-ended questionnaire and a Likert scale survey. Use of mixed methods analysis illumined areas of nuanced transformation that may be unique to direct interaction with families around 21st century mathematics learning and key for bolstering early career teachers who feel well prepared for this specific work. The typological analysis of qualitative data revealed the emergence of six themes of professional growth. Results of the Wilcoxon Signed Rank Test for survey data also indicated growth with a significant increase in overall knowledge levels (p [less than or equal to] 0.01) and comfort levels (p [less than or equal to] 0.05). Findings are considered in relation to the ongoing challenge of the mathematics education field to fully include families as shared stakeholders in reform instruction and the potentiality of subject-specific family engagement learning in teacher preparation programs. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01