A study of pre-service classroom teachers' beliefs about teachers' and students' roles
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Davut Kögce [1]
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[1] Omer Halisdemir University
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 6, 2017, págs. 830-848
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013–2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.
