Pre-Service Teachers' Prior Learning Experiences of Mathematics and the Influences on Their Beliefs about Mathematics Teaching

Autor/in	Lo, Wing Yee
Titel	Pre-Service Teachers' Prior Learning Experiences of Mathematics and the Influences on Their Beliefs about Mathematics Teaching
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.795-812 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Preservice Teachers; Student Experience; Prior Learning; Mathematics Instruction; Beliefs; Elementary School Mathematics; Elementary School Teachers; Foreign Countries; Teaching Methods; Teacher Characteristics; Teacher Competencies; Hong Kong + Suchen Sie Ihr Suchwort? Studienerfahrung; Vorkenntnisse; Mathematics lessons; Mathematikunterricht; Belief; Glaube; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Hongkong
Abstract	Given the relationship between teacher beliefs and practices, it is critical to understand how pre-service teachers' past school experiences impact on their beliefs about teaching. There is a growing recognition of the influence of preservice teachers' prior mathematical experiences on their beliefs regarding mathematics instruction in the primary school classroom. This qualitative study aimed to investigate Hong Kong primary pre-service teachers' past experiences in learning mathematics and their beliefs about the teaching of mathematics. Nineteen primary pre-service teachers who had selected mathematics as their major in a teacher training program participated in the study. Each participant was required to complete three beliefs tasks in the individual interview in order to recall the teaching of their best mathematics teachers, articulate their memories of learning mathematics, and uncover the kind of primary mathematics teacher they planned to be. The results provided a valuable insight into the effects of pre-service teachers' prior mathematics class incidents on their espoused pedagogical beliefs. While both positive and negative learning experiences of mathematics had a positive impact on interviewees' beliefs about mathematics teaching, most demonstrated their willingness to learn from the past and realised the need to establish better learning environments for their future primary school students. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01