Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs

2011 ◽  
Vol 14 (6) ◽  
pp. 483-504 ◽  
Author(s):  
AnnaMarie Conner ◽  
Kelly W. Edenfield ◽  
Brian W. Gleason ◽  
Filyet Asli Ersoz
Keyword(s):  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Methods Course ◽  
Secondary Mathematics Teachers ◽  
Teachers Beliefs ◽  
Course Sequence

Conceptualizing Belief Structures of Preservice Secondary Mathematics Teachers

1998 ◽  
Vol 29 (3) ◽  
pp. 306-333 ◽  
Author(s):  
Thomas J. Cooney ◽  
Barry E. Shealy ◽  
Bridget Arvold
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Student Teaching ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Significant Others ◽  
Secondary Mathematics Teachers ◽  
Belief Structures ◽  
Teachers Beliefs

This is a study of the beliefs and belief structures of 4 preservice secondary mathematics teachers as they progressed through a 4-quarter sequence in mathematics education including student teaching. We considered the notions of centrally and peripherally held beliefs and whether beliefs were held dualistically or contextually. The various ways in which the teachers structured their beliefs helped account for the fact that some beliefs were permeable whereas others were not. The nature of the evidence supporting the teachers' beliefs was considered particularly as that evidence related to the voices of significant others or to what the individuals valued. A scheme for conceptualizing the professional development of preservice teachers is posited.

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