Belief Changes in the Transition from University Studies to School Practice

Abstract

Teachers' intended instructional design of lessons are represented by their belief systems as a part of mathematics-related affect. This chapter focuses on 20 prospective secondary teachers' beliefs towards their teaching of calculus at uppersecondary level. The theoretical framework in relation to the international discussion on beliefs and affect and methodological considerations referring to a qualitative design will be outlined. Afterwards the focus lies on studying these teachers' beliefs with a particular concern for how these beliefs might change depending on the stage of their professional development. Results from a qualitative study of preservice teachers and teacher trainees will be discussed centred on whether and how changes in their belief systems occur. Our results show that the teachers' central beliefs remain stable whereas subordinated and peripheral beliefs slightly change.

Mathematics Teacher’s Methodical Competence Development in the Conditions of the University and School Partnership

“…Our research prompted us to analyze foreign teachers' professional development systems. The international pedagogical community is actively discussing opportunities for cooperation in the professional development of teachers (Robutti et al, 2016;Erens et al, 2019;Vanblaere et al, 2021;Mykhailenko, 2021), the possibility of introducing new collaboration technologies that can contribute to the more effective formation and development of methodological competence of mathematics teachers (Daemen et al, 2020;Jackson et al, 2018;Martin et al, 2018;Matiash et al, 2020;Zelkowski et al, 2020;Kolomiiets et al, 2017;Kolomiiets et al, 2020).…”

Creencias y rendimiento académico en matemáticas en el ingreso a carreras de ingeniería

“…En los últimos años se ha dado un creciente interés en la investigación de temas relacionados con la enseñanza y el aprendizaje de las matemáticas en el nivel universitario, abordados desde diversas perspectivas teóricas y metodológicas (Biza et al, 2016;Gómez-Chacón et al, 2021). En este campo, una de las líneas que ha cobrado especial dinamismo es la enseñanza de las matemáticas a los no matemáticos, con varias preguntas de investigación abiertas, entre ellas, las que pretenden describir y analizar procesos de desarrollo del conocimiento matemático desde perspectivas metacognitivas y epistemológicas referidas a los sistemas de creencias (Erens y Eichler, 2019;Gómez-Chacón et al, 2015;Zakariya et al, 2020). Brown (1978) y Flavell (1976) conceptualizan la metacognición como el conocimiento y regulación sobre las propias actividades cognitivas.…”

“…Las investigaciones sobre creencias proporcionan hasta el momento, definiciones diversas que dependen del planteamiento de los estudios, marcos teóricos y herramientas de análisis escogidas (Pepin y Rösken-Winter, 2015;Rodríguez-Muñiz et al, en prensa). Las creencias son proposiciones que son verdaderas a los ojos del que las ve (Philipp, 2007), se mantienen individualmente (Erens y Eichler, 2019) y tienden a formar clústeres, ya que "siempre vienen en conjuntos o grupos, nunca en completa independencia unos de otros" (Green, 1971, p. 41). Es decir, una creencia rara vez está aislada, sino que está conectada con otras formando asociaciones.…”

Monitoring of Methodical Competence of Mathematics Teachers’ Indicators and Levels in the Conditions of the Partnership of Pedagogical University and School

“…The international pedagogical community actively discusses mathematics teachers' professional training and assessments of teachers' competencies. Modern international publications cover current issues of teachers' knowledge and skills (Shulman, 2013;Potari, 2016;Tatto, 2012;Tatto, 2008;Hilligus, 2009); content and structure of professional development of teachers (Hoth, 2017;Hoth, 2017;Buchholtz, 2018;Ingvarson, 2013); models of development of mathematics teachers' methodical competences (Hilligus, 2009;Baumert, 2013;Kunter, 2011;Schwarz, 2019); development of professional identities of future mathematics teachers (Hilligus, 2009;Erens, 2019); pedagogical experience and its impact on the mathematics teachers' development of skills (Li, 2012;Matos, 2009;Potari, 2019;Strutchens, 2017), ect.…”