Catalyzing Change in Preservice Teachers' Beliefs: Effects of the Mathematics Early Field Experience.

Autor/in	Ambrose, Rebecca
Titel	Catalyzing Change in Preservice Teachers' Beliefs: Effects of the Mathematics Early Field Experience.
Quelle	(2001), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Beliefs; Elementary Education; Elementary School Teachers; Higher Education; Mathematics Education; Preservice Teacher Education; Problem Solving; Student Teacher Attitudes; Student Teachers + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Belief; Glaube; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Problemlösen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This case study examines a program which catalyzed changes in preservice teachers' belief about mathematics and teaching, blending subject matter learning with learning about teaching early in preservice teachers' programs. It hypothesized that undergraduates who explored mathematical problem solving with children would be reoriented to mathematics, thus engaging in university mathematics coursework from a meaning making perspective. Preservice teachers taking their first mathematics course were placed in elementary schools to work with individual children. Activities were centered around mathematical problem solving to elicit children's thinking and make their mathematical understanding apparent. After meeting with children, student teachers convened to reflect on the experience. Data from field notes, surveys, interviews, and written work indicated that the case study student teacher's beliefs about children's confidence became connected to her beliefs about mathematics. She developed a new belief that children do not always learn what is taught. This belief was elaborated when added to the notion that teachers should listen to children to determine when to begin instruction. The student teacher discovered that the work of teaching was more complicated than expected, her deep knowledge in mathematics was important, and the work of caring was more complex than she had anticipated. (Contains 20 references and 2 figures.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC