tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development (Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The way in which school leaders implement professional learning communities (PLCs) is important for realizing sustainable school improvement. The assumption is that school leaders act based on their interpretation of the PLC, which is based on their underlying educational beliefs. In this study, we explored these latter aspects by interviewing six formal and informal school leaders, discussing the sustainability of PLCs in two secondary schools that had each worked with PLCs for seven years. The results of this in-depth qualitative study show that the schools differed in the degree of sustainability they achieved: one still used the PLC as intended; the other now omitted one step of the original format. This can be explained by the leaders’ interpretations… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study aimed to examine public and private preschool teachers’ beliefs and practices regarding children aged three to six who are gifted in Riyadh, the Kingdom of Saudi Arabia, as well as the differences between teachers’ beliefs and practice. Presently, no agreement exists among researchers on the definition of gifted children, and the Saudi Ministry of Education does not provide any programmes to guide teachers on how to identify and teach gifted children. This qualitative study suggests that Saudi Arabian public and private preschool teachers believe children who are gifted have stronger cognitive abilities, among others, than their classmates. Moreover, the study suggests that strong similarities exist between public and private preschool teachers’ methods of support for gifted… Continue Reading →
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eric.ed.gov har udgivet: This study is an exploratory analysis of class-level data concerning junior high school (JHS) students’ affective and motivational beliefs. It examines class-level information on selected psychological characteristics that students, who read at the fifth-grade level, bring to learning mathematics and that teachers encounter during instruction. Focus is on the variability among 60 classes on 7 affective and motivational indicators and determining whether teachers encounter different psychological characteristics of a class across classes of different mathematical achievement levels and in the same class across different activity settings. Study data are from the fall 1988 administration of the Mathematics Assessment Questionnaire (MAQ) to 1,737 students in 7th- through 9th-grade mathematics classes at 8 junior and senior public high schools in New York City. Students’ responses to four affective beliefs… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Dropout from engineering studies has been linked to ‘fixed mindset’ beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, ‘growth mindset’ beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the… Continue Reading →
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eric.ed.gov har udgivet: A survey of prospective teachers’ beliefs about teaching mathematics and writing to diverse learners was conducted for the purpose of improving teacher education programs. Respondents were 319 elementary education students, 71 prospective secondary math teachers, 52 prospective teachers of secondary English, 23 noneducation math majors, and 19 noneducation English majors. Although there is much diversity between and among the subjects, there were some areas of consensus. In answering questions about student diversity, the respondents did not endorse stereotypes about gender differences or differences in content appropriate for students from different family backgrounds. In responding to questions about what would be helpful in learning to teach, they gave the expected endorsement of experience, as well as high ratings for classes of questions about generic and subject-specific teaching methods.… Continue Reading →
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eric.ed.gov har udgivet: This article reports on a study that investigated the causes underlying a sample of eighteen third-year Australian pre-service primary teachers’ negative beliefs and anxiety about mathematics. It was found that most of the participants’ maths-anxiety could be attributed to their primary school experiences in learning mathematics. Situations such as teaching mathematics or being evaluated in mathematics were noted as particularly stressful and mathematical topics such as algebra, space and number sense were specifically identified to cause maths- anxiety. The paper concludes with a brief discussion about the implications of these findings for an ensuing program whose purpose is to help these pre-service teachers address their negative beliefs and anxieties about mathematics. [For complete proceedings, see ED489597.] Link til kilde
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eric.ed.gov har udgivet: This paper reports on a study to document influences on five beginning mathematics and science teachers’ instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers’ beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers’ beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers’ beliefs had been influenced by the methods course; the teachers’ instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Tracking pupils based on their abilities or other aptitudes is a common practice in many countries. In Finland, selective classes with a special emphasis have become popular. The societal and individual effects of tracking are a topic of ongoing educational discussion. Tracking has been seen to increase educational inequality, but still it has been defended as an important practice enabling individualised and adjusted teaching. This study examined whether studying in a selective class with a special emphasis has an effect on the development of pupils’ action-control beliefs from grade seven to nine. Results showed that pupils who studied in classes with a special emphasis showed greater achievement and were more likely to have highly-educated mothers than pupils in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Epistemology has been investigated in different domains. In education, the epistemological beliefs have also been explored in terms of age, gender, fields of teaching, effect on learners’ reading comprehension, and learners’ learning strategies. Despite the plethora of studies on teachers’ epistemological beliefs, to the best of the researchers’ knowledge English as Foreign Language (EFL) teachers’ personal epistemological beliefs and conceptions of teaching and learning need further investigation. The present was an attempt to explore the correlation between EFL teachers’ epistemological beliefs and their conceptions of teaching and learning. Therefore, a correlational research method was used. Two validated scales were used for to collect the data. The data were analyzed through running one-sample-t-test and Pearson correlation. Results showed that… Continue Reading →
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