Abstract
In this research, we investigate the concerns regarding a national mathematics curricular reform of a cohort of student teachers over the course of their 2-year postgraduate initial teacher education (ITE) programme. The concerns of 41 student teachers from four third-level institutions in Ireland were initially recorded at the commencement of their ITE programme. A qualitative study examining the evolution of these concerns for 12 student teachers was undertaken over three different stages of the 2-year programme. Qualitative responses were generated and analysed according to their stages of concerns. Findings suggest that, at the commencement of their ITE programme, student teachers displayed few informational concerns yet they possessed several incorrect assumptions regarding the intention of the reform. Over time, these concerns evolved towards their capabilities to implement the curriculum in classrooms and consequences of the reform on student learning. At the end of their ITE programme, many expressed concerns about implementing reform practices when they become newly qualified teachers.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42–55.
Braund, M., & Campbell, B. (2010). Learning to teach about ideas and evidence in science: The student teacher as change agent. Research in Science Education, 40(2), 203–222.
Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics, 75(1), 1–21. https://doi.org/10.1007/s10649-010-9238-5.
Christou, C., Eliophotou-Menon, M., & Philippou, G. (2004). Teachers’ concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics, 57(2), 157–176. https://doi.org/10.1023/B:EDUC.0000049271.01649.dd.
Clerkin, A. (2012). Personal development in secondary education: The Irish transition year. Education Policy Analysis Archives, 20(38).
Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61(3), 279–310.
Conway, P. F., & Clark, C. M. (2003). The journey inward and outward: A re-examination of Fuller’s concerns-based model of teacher development. Teaching and Teacher Education, 19(5), 465–482. https://doi.org/10.1016/S0742-051X(03)00046-5.
Datnow, A. (2002). Can we transplant educational reform, and does it last? Journal of Educational Change, 3(3-4), 215–239. https://doi.org/10.1023/a:1021221627854.
Duke, D. L. (2004). The challenges of educational change Boston. MA: Allyn & Bacon.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107–115.
Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50, 12–17.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226 Retrieved from http://www.jstor.org/stable/1161894.
Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5 Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X96000455.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. https://doi.org/10.2307/1174780 Retrieved from http://www.jstor.org/stable/1174780.
Hall, G. E., George, A. A., & Rutherford, W. L. (1977). Measuring stages of concern about the innovation: A manual for use of the SoC questionnaire. Austin: U. o. T. Research and Development center for Teacher Education.
Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69. https://doi.org/10.1007/bf03217369.
Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325–349.
Irish Mathematics Teachers Association. (2013). Project Maths and the Irish Maths Teachers Association. Dublin: IMTA http://www.imta.ie/wp-content/uploads/2016/02/PM-IMTA-doc.pdf.
Jeffes, J., Jones, E., Wilson, M., Lamont, E., Straw, S., Wheater, R., & Dawson, A. (2013). Research into the impact of Project Maths on student achievement, learning and motivation: Final report. Slough: NFER.
Jofli, Z., & Watts, M. (1995). Changing teachers’ thinking through critical constructivism and critical action research. Teachers and Teaching, 1(213-227). https://doi.org/10.1080/1354060950010205.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.
Lyons, M., Lynch, K., Close, S., Sheerin, E., & Boland, P. (2003). Inside classrooms: The teaching and learning of mathematics in social context Dublin: Insitute of Public Administration.
Marcovitz, D. (1997). Technology and changes in schools: The roles of student teachers. Paper presented at the Eighth International Conference of the Society for Information Technology and Teacher Education (SITE), Orlando, FL.
Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution.
McKinney, M., Sexton, T., & Meyerson, M. J. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15(5), 471–485. https://doi.org/10.1016/S0742-051X(98)00051-1.
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261.
Murray, F., & Stotko, E. (2004). The student teacher as an agent of instructional reform: Effects of student teachers on supervising teachers. Action in Teacher Education, 26(3), 73–81.
O'Meara, N., & Prendergast, M. (2018a). Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?. International Journal of Mathematical Education in Science and Technology, 49(4), 501-516.
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243–253. https://doi.org/10.1016/j.system.2008.11.004 Retrieved from http://www.sciencedirect.com/science/article/pii/S0346251X09000074.
Pigge, F. L., & Marso, R. N. (1997). A seven year longitudinal mult-factor assessment of teaching concerns development through preparation and early years of teaching. Teaching and Teacher Education, 13(2), 225–235.
Prendergast, M., & Treacy, P. (2018b). Curriculum reform in Irish secondary schools–a focus on algebra. Journal of Curriculum Studies, 50(1), 126-143.
Project Maths Implementation Support Group. (2010). Report of the project maths implementation support group. Dublin: D. o. E. Skills.
Rogan, J. M., Borich, G. D., & Taylor, H. P. (1992). Validation of the stages of concern questionnaire. Action in Teacher Education, 14(2), 43–48.
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education/Revue canadienne de l’education, 17(1), 51–65. https://doi.org/10.2307/1495395 Retrieved from http://www.jstor.org/stable/1495395.
Schoenfeld, A. H. (2014). What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined. Educational researcher, 43(8), 404-412.
Smith Senger, E. (1999). Reflective reform in mathematics: The recursive nature of teacher change. Educational Studies in Mathematics, 37(3), 199–221 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=2174802&site=ehost-live.
Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms?: Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396–423. https://doi.org/10.1002/tea.20165 Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20165.
Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205.
The Teaching Council. (2011). Policy on the continuum of teacher education. Maynooth, Ireland: The Teaching Council.
The Teaching Council. (2017). Initial teacher education: Criteria and guidelines for programme providers. Maynooth: T. T. Council.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.2307/1170754 Retrieved from http://www.jstor.org/stable/1170754.
Tunks, J., & Weller, K. (2009). Changing practice, changing minds, from arithmetical to algebraic thinking: An application of the concerns-based adoption model (CBAM). Educational Studies in Mathematics, 72(2), 161–183. https://doi.org/10.1007/s10649-009-9189-x.
van den Berg, R., & Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: A concerns-based approach. American Educational Research Journal, 36(4), 879–906. https://doi.org/10.2307/1163523 Retrieved from http://www.jstor.org/stable/1163523.
Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357–381.
Wang, F., & Clarke, A. (2014). The practicum experiences of English language major student teachers during a period of profound curriculum reform in China. International Journal of Educational Development, 36, 108–116. https://doi.org/10.1016/j.ijedudev.2013.10.001 Retrieved from http://www.sciencedirect.com/science/article/pii/S0738059313000813.
Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22. https://doi.org/10.1016/S0742-051X(01)00047-6 Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X01000476.
Yu, L. L., & Ortlieb, E. T. (2009). Teacher candidates as innovative change agents. Current Issues in Education, 11(5), 1–6.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
ESM 1
(DOCX 14 kb)
Rights and permissions
About this article
Cite this article
Johnson, P., Shúilleabháin, A.N., Ríordáin, M.N. et al. The Evolution of Student Teachers’’ Concerns Regarding Mathematics Curricular Reform. Int J of Sci and Math Educ 18, 1293–1310 (2020). https://doi.org/10.1007/s10763-019-10023-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-019-10023-2