Shifting Pre-Service Teachers’ Beliefs About Mathematics Teaching: the Contextual Situation of a Mathematics Methods Course

Article

Abstract

For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4–10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods course and how the course influenced these beliefs. Surveys were used to measure participants’ mathematics beliefs, and results show that PSTs’ beliefs moved to favor reform-based approaches. Qualitative data complemented the survey results, suggesting that experiencing new approaches and having the opportunity to apply them into practice are important to their development as mathematics teachers.

Keywords

Methods courses Pre-service teachers Situated learning Teacher beliefs Teacher education programs 

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Copyright information

© Ministry of Science and Technology, Taiwan 2016

Authors and Affiliations

  1. 1.McGill UniversityMontrealCanada

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