Pre-Service Elementary Teachers’ Experiences, Expectations, Beliefs, and Attitudes toward Mathematics Teaching and Learning

Abstract

Abstract. Many elementary pre-service teachers (PSTs) have negative experiences regarding learning mathematics. They carry these prior negative experiences with them as they take their mathematics methods courses for teaching young children and they express their lack of confidence in teaching mathematics. This qualitative and descriptive study describes 23 elementary PSTs' stated experiences, expectations, beliefs, and attitudes toward mathematics during their K-12 schooling and college mathematics courses. The study examines how a semesterlong methods course in mathematics provides these PSTs an opportunity to re-evaluate their assumptions about what mathematics is and the role of teachers and learners in mathematics classrooms. In addition, the study describes the challenges that the primary researcher and the instructor of the course face. It illustrates the strategies he uses to accommodate PSTs' professional transformation. Data was collected throughout participants' enrollment in a semester-long course called Mathematics Instruction in Preschool and the Primary Grades, which was taken in conjunction with their practicum. Data sources included university classroom observations, pre-service teachers' verbal and written responses to class discussions, reading assignments, course activities, presentations, and a final reflective paper. PSTs' responses were categorized and common themes were derived from the triangulation of data to include prospective teachers' critical reflections on teaching and learning, transformation of their stated beliefs and attitudes toward mathematics, and their concerns and struggles.

Pre-Service Teachers’ Prior Expectations and Their Actual Experiences of Teaching Mathematics During Pedagogical Internship in Zimbabwe

“…The apparent contradiction between the PSTs' perceptions of their practices and the views of their mentors and college educators could also be evidence of the discord that existed between PSTs' expectations before and experiences during PI (Table 5). This result confirms Pourdavood's (2017) assertion of the discrepancies between PSTs' expectations and reality in the classroom.…”

“…According to Peressini et al (2004), pre-existing expectations may be preserved if they are consistent with the demands of teaching. In contrast with the findings, the studies of researchers such as Delamarter (2015), Pourdavood (2017) and Wall (2016), however have shown the dissonance that exists between PSTs' expectations and classroom experiences in the field. The issue of PSTs' expectations of teaching mathematics being parallel with their experiences in the classroom may raise a possible ramification on the result.…”

“…An understanding of what mathematics is and better forms of teaching it by PSTs prior to PI may redirect their expectations about teaching mathematics during PI. Pourdavood (2017) asserted that views about what mathematics is and what it is not influence PSTs' expectations, experiences, and beliefs towards teaching mathematics.…”

Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School

“…Since the goal of this study was to examine the integration of literacy instruction in the major disciplines, a purposeful sampling approach (Patton, 2001) was used to identify teachers who emphasized literacy instruction in discipline specific classes. Teacher selection was based on suggestions from the school's literacy coaches of the ninth and tenth grade teachers who participated in the school's professional development and who worked with an instructional coach.…”

“…Critical to their instructional decisions are the beliefs teachers hold about what students should and how they should learn (Fang, 2014;Pourdavood & Lui, 2017). Secondary teachers' beliefs about literacy instruction are situated within their knowledge about teaching and learning in a specific discipline.…”