Assessing Prospective Elementary School Teachers' Beliefs About Mathematics and Mathematics Learning: Rationale and Development of a Constructed‐Response‐Format Beliefs Survey

Ambrose, Rebecca; Clement, Lisa; Philipp, Randolph A.; Chauvot, Jennifer

doi:10.1111/j.1949-8594.2004.tb17983.x

Cited by 53 publications

(21 citation statements)

References 15 publications

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“…Beliefs may influence how teachers teach (Kagan, 1992;Kauchak & Burbank, 2003;Nespor, 1987;Wilson & Cooney, 2003) and understand diversity (Reinke & Moseley, 2002;Sleeter 1992). Not only are teachers' beliefs context-specific (Ambrose, Clement, Phillip, & Chavot, 2004) but they also influence the implementation of multicultural education (Goodwin 1997;Ladson-Billings, 1995;Pohan, 1996). Teachers' beliefs have an influence on their perceptions and ultimately, their behavior (Corbett & Wilson, 2002).…”

Section: Teacher Beliefs In the Diverse Classroommentioning

confidence: 99%

The Teacher as an Agent of Meaningful Educational Change

2017

EDUC SCI-THEOR PRACT

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Section: Teacher Beliefs In the Diverse Classroommentioning

confidence: 99%

The Teacher as an Agent of Meaningful Educational Change

2017

EDUC SCI-THEOR PRACT

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“…While interviews can be considered a form of selfreport, interview data tend to be a more authentic representation of real-world teaching practices (Luft and Roehrig 2007). Providing instructors with the opportunity to elaborate and describe their views on teaching has the potential to more accurately capture their beliefs (Ambrose and Clement 2004;Munby 1982). An example illustrating the importance of allowing instructors to elaborate on their practices was evident when asked, "How do you describe your role as a teacher?"…”

Section: Discussionmentioning

confidence: 99%

Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors

Pelch

McConnell

2016

IJ STEM Ed

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Background: STEM educational reform encourages a transition from instructor-centered passive learning environments to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. The most effective professional development experiences are those that not only help an instructor redesign a course, but that also result in a permanent realignment of the teaching beliefs of participating instructors. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in the Interdisciplinary Teaching about the Earth for a Sustainable Future (InTeGrate) project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey, and participants' reflections on their experience to characterize pedagogical beliefs at different stages of their professional development.

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“…Some authors suggest beliefs serve as filters for thoughts, decisions and actions (Ambrose, Clement, Philipp, & Chauvot, 2004;Smith & Croom, 2000). Nespor (1987) described teaching as an occupation fundamentally influenced by beliefs.…”

Section: Some Perspectives About Beliefsmentioning

confidence: 99%

Pre-service teachers’ experiences and the influences on their intentions for teaching primary school mathematics

Scott

2005

Math Ed Res J

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In this article results from an examination of beliefs about teaching and learning primary mathematics are reported. Commencing and graduating pre-service teachers completed written surveys and interviews. Common to many preservice teachers were memories of mathematics lessons with teacher demonstrations, completing set exercises, using mathematical equipment, and playing competitive number-based games. Various factors influenced their beliefs including: having theory linked to practical examples, reflecting on more recent experience of teaching and learning contexts, and listening to experiences shared by friends and family members who teach.

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Assessing Prospective Elementary School Teachers' Beliefs About Mathematics and Mathematics Learning: Rationale and Development of a Constructed‐Response‐Format Beliefs Survey

Abstract: Because of the role beliefs play in the teaching

Cited by 53 publications

References 15 publications

The Teacher as an Agent of Meaningful Educational Change

The Teacher as an Agent of Meaningful Educational Change

Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors

Pre-service teachers’ experiences and the influences on their intentions for teaching primary school mathematics

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