scholarly journals Changes to preservice elementary teachers’ beliefs about mathematics and the teaching and learning of mathematics: How and why?

2019 ◽  
pp. 1-11
Author(s):  
Peter Liljedahl ◽  
Bettina Rösken ◽  
Katrin Rolka
Keyword(s):  
Elementary Teachers ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

scholarly journals Prospective Teachers’ Beliefs About Mathematics: A Review of the Literature

2017 ◽  
Vol 2 (2) ◽  
pp. 38-45
Author(s):  
Katherine Baker
Keyword(s):  
Teacher Preparation ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Review Of The Literature ◽  
Special Issue ◽  
Prospective Elementary Teachers ◽  
Teaching Preparation ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs

The Mathematics Enthusiast Special Issue (2014) presented an extensive review of the literature around the content knowledge of prospective elementary teachers (PTs). The issue excluded articles around PTs’ beliefs. Understanding research around PTs’ beliefs is important to understanding how to design and support their teaching preparation. Attending to PTs’ beliefs helps to ensure their content knowledge and instructional methods are aligned with reform-based mathematics. This article highlights a literature review that addressed the omission of beliefs and explored how teacher preparation might address PTs’ held beliefs.

Sign in / Sign up

Export Citation Format

Share Document