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Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

Yang, Xinrong ; Kaiser, Gabriele ; König, Johannes ; Blömeke, Sigrid

ZDM, 2020-05, Vol.52 (2), p.281-294 [Periódico revisado por pares]

Berlin/Heidelberg: Springer Berlin Heidelberg

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Título:
Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China
Autor: Yang, Xinrong ; Kaiser, Gabriele ; König, Johannes ; Blömeke, Sigrid
Assuntos: Constructivism (Learning) ; Correlation ; Culture ; Curricula ; Education ; Educational Strategies ; Foreign Countries ; Inquiry ; Knowledge ; Knowledge base for teaching ; Learning ; Mathematical analysis ; Mathematics ; Mathematics Achievement ; Mathematics Curriculum ; Mathematics Education ; Mathematics Instruction ; Mathematics Teachers ; Mathematics teaching ; Original Article ; Pedagogical Content Knowledge ; Pedagogy ; Preservice teacher education ; Preservice Teachers ; Secondary education ; Student Attitudes ; Students ; Teacher beliefs ; Teacher Characteristics ; Teacher education ; Teacher Education and Development Study in Mathematics (TEDS-M) ; Teacher Improvement ; Teachers ; Teaching ; Teaching Methods
É parte de: ZDM, 2020-05, Vol.52 (2), p.281-294
Notas: Refereed article. Includes bibliographical references.
ZDM: International Journal on Mathematics Education; v.52 n.2 p.281-294; May 2020
Special themed issue : Expertise in developing students' expertise in mathematics
Descrição: In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics teaching and learning, and that they are inclined to report that their teaching is inquiry-oriented. Mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) were found not to correlate with the teachers' self-reported instructional practice, in contrast to pre-service mathematics teachers' beliefs, which showed a stronger association with their self-reported inquiry-oriented instructional practice. Moreover, pre-service teachers' dynamic beliefs about the nature of mathematics, and constructivist beliefs about mathematics teaching and learning, acted as mediators between pre-service mathematics teachers' MCK, MPCK and instructional practice respectively. [Author abstract]
Editor: Berlin/Heidelberg: Springer Berlin Heidelberg
Idioma: Inglês;Norueguês

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Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

Yang, Xinrong ; Kaiser, Gabriele ; König, Johannes ; Blömeke, Sigrid

Berlin/Heidelberg: Springer Berlin Heidelberg

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