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Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher
초록
The purpose of this study is to examine a preservice elementary mathematics teacher’s beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher’s beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.
키워드
teacher beliefs (교사의 신념체계); preservice elementary teacher (예비 초등교사); beliefs and actions (신념체계와 행동); teacher education (교사 교육); teacher learning (교사 학습); sensible system (합리적 체계); teacher beliefs (교사의 신념체계); preservice elementary teacher (예비 초등교사); beliefs and actions (신념체계와 행동); teacher education (교사 교육); teacher learning (교사 학습); sensible system (합리적 체계)
- 제목
- Exploring Beliefs and Stated-Actions of a Preservice Mathematics Teacher
- 저자
- 김구연
- 발행일
- 2010-06
- 저널명
- 학교수학
- 권
- 12
- 호
- 2
- 페이지
- 97 ~ 111