EXPLORING THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ MATHEMATICAL ORINTED BELIEFS AND THEIR PEDAGOGICAL PRACTICES WITHIN THE REAL CLASSROOM

Year 2016, Volume: 4 , 155 - 157, 01.09.2016

Ümit Kul Sedef Çelik

Abstract

Over the past few decades, there has been much
research on teachers’ cognitive and affective variables such as beliefs,
emotions, conceptions and knowledge as well as their relationship with teaching
practice. This study has been conducted to explore the relationship between
future teachers’ mathematical beliefs and their initial teaching practice in a
classroom setting. A collective case study approach was used, in which future
teachers were observed using a variety of procedures to reveal qualitative data
about their initial teaching practice during the school-based practicum, and
were then requested to complete six open-ended questions form concerning a
mathematical beliefs. The preliminary analysis of data revealed that most of
the participants hold constructivist-oriented mathematical beliefs. The initial
observation and field notes demonstrated that most pre-service teachers who
have had a constructivist-oriented belief teach utilizing contemporary
approaches in mathematics teaching. However, some pre-service teachers held
learner-based pedagogical belief, but did not integrate constructivist ideas
into their teaching. The paper presented some implications for teacher
education programs and teachers' professional development.

Keywords

Pre-service teachers, mathematical beliefs, initial teaching experience

References

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