Les difficultés pressenties par les futurs enseignants du fondamental en cours de formation initiale

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

“…Regarding the formal conception, if it is hard to uproot, it is probably because of the strong emphasis put by teachers in compulsory education (during the students’ own school career) on the use of symbolism, language, and mathematical vocabulary with an often excessive rigor and undoubtedly also due to the image of mathematics conveyed by society (Beswick & Fraser, 2019; Cratty, 2012). As for the promotion of the application of procedures, several studies have highlighted that novice teachers focus on classroom management (rather than on the management of learning; Bernal Gonzalez et al, 2018) which may explain a marked position in favor of practices that maintain control of the classroom (Hanin et al, 2021; Mukamurera, 2011).…”

“…However, in initial training both the theoretical content taught and the pedagogical practices adopted by the trainers are based almost exclusively on the socioconstructivism paradigm (Dejemeppe, 2018). Furthermore, research shows that they have difficulty to manage their dual identity (teacher and student): the second year is characterized by phases of insecurity and tension (Bernal Gonzalez et al, 2018). The construction of their identity is all the more difficult because they defend colors that are contrary to those advocated in initial training.…”

“…Uncovering mathematics teacher candidates’ beliefs at the different stages of their educational program will make it possible to better understand the influence of the current program—both the theoretical and the practical parts—on their educational beliefs and, thereby, to make the program more effective in changing counterproductive beliefs (Yang et al, 2020). The adoption of a cross-sectional design is all the more relevant as, on the one hand, several studies have shown that teaching experiences have a significant impact on teacher candidates’ beliefs (Gravé et al, 2020) and, on the other hand, it has been uncovered that TE programs are characterized by distinct stages of professional development (Bernal Gonzalez et al, 2018). Third, most of this research has tended to favor a variable-centered approach, that is, one that describes the associations between variables found to a similar degree in all individuals.…”