Abstract
The role of student teachers’ beliefs and knowledge in learning to teach is studied from a situated learning perspective, considering participation and reification as processes involved in the negotiation of meanings. From the situated learning perspective, what is learnt depends on what is problematized and reified in learning environments. Hence, knowledge and beliefs, as both reference and target (focus) in the reification process, are discussed as factors influencing how and what may be learnt in mathematics teacher education programs. Finally, issues on becoming a teacher and learning to teach at university are analyzed based on learning in practice.
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Llinares, S. (2002). Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_12
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DOI: https://doi.org/10.1007/0-306-47958-3_12
Publisher Name: Springer, Dordrecht
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