Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge
This study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the tea...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2007-01-01
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| Series: | Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators |
| Online Access: | https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol1/iss1/6 |
| _version_ | 1798014663125893120 |
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| author | Susan Swars Lynn Hart Stephanie Smith Marvin Smith |
| author_facet | Susan Swars Lynn Hart Stephanie Smith Marvin Smith |
| author_sort | Susan Swars |
| collection | DOAJ |
| description | This study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The preservice teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in general, were positively related throughout the program. In addition, the preservice teachers’ pedagogical beliefs were positively related to their specialized content knowledge for teaching mathematics at the end of the program. |
| first_indexed | 2024-04-11T15:21:59Z |
| format | Article |
| id | doaj.art-f6d3342eae5743d6af07a4d98486af6d |
| institution | Directory Open Access Journal |
| issn | 2692-7721 |
| language | English |
| last_indexed | 2024-04-11T15:21:59Z |
| publishDate | 2007-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators |
| spelling | doaj.art-f6d3342eae5743d6af07a4d98486af6d2022-12-22T04:16:21ZengGeorgia Southern UniversityProceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators2692-77212007-01-011110.20429/gamte.2007.010106Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content KnowledgeSusan SwarsLynn HartStephanie SmithMarvin SmithThis study investigated the mathematics beliefs and content knowledge of 103 elementary preservice teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Preservice teachers’ pedagogical beliefs became more cognitively-oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The preservice teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in general, were positively related throughout the program. In addition, the preservice teachers’ pedagogical beliefs were positively related to their specialized content knowledge for teaching mathematics at the end of the program.https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol1/iss1/6 |
| spellingShingle | Susan Swars Lynn Hart Stephanie Smith Marvin Smith Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators |
| title | Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge |
| title_full | Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge |
| title_fullStr | Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge |
| title_full_unstemmed | Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge |
| title_short | Change and Relationships in Elementary Preservice Teachers’ Mathematics Pedagogical Beliefs, Teaching Efficacy Beliefs, and Content Knowledge |
| title_sort | change and relationships in elementary preservice teachers mathematics pedagogical beliefs teaching efficacy beliefs and content knowledge |
| url | https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol1/iss1/6 |
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